SUMMARY:

Reporting to the Chief Administrative Officer, the Director of National School and Program Partnerships (“Director”) innovates and directs mission-furthering work in the areas of program development and expansion, online content and product development, training, technical assistance, dissemination, and outreach in accordance with Education of the Deaf Act (EDA) mandates to provide high quality programs and services to professionals and families working with deaf and hard of hearing students. The Director leads the Clerc Center’s School Partnership for Transformation Initiative, building partnerships with schools and programs nationwide to design professional development programs tailored to the needs of individual schools or state-wide services for deaf and hard of hearing students. The Director also oversees the Gallaudet University Regional Centers ensuring a comprehensive plan for services, expansion, outreach and partnerships for stakeholders from early intervention through college graduation; leads the innovation and implementation of the Clerc Center’s national face to face and virtual events; oversees project managers to ensure all projects are brought to completion according to established timelines; works with team of Directors to develop a comprehensive outreach strategy to further the reach of the Clerc Center and develop engagement strategies with a diverse audience of stakeholders; Works with the Clerc Center Public Relations team as a Subject Matter Expert to design and implement a marketing plan for national programs and services; develops and oversees assigned budgets; and allocates and manages resources for approved projects.

PRINCIPAL ACCOUNTABILITIES:

Innovation:

Innovates and directs mission-furthering work in the areas of program development and expansion, online content and product development, virtual and face to face training, technical assistance, dissemination, and outreach in accordance with Education of the Deaf Act (EDA) mandates to provide high quality programs and services to professionals and families working with deaf and hard of hearing students; ensures the Clerc Center’s portfolio of programs, products, and services is strong, of high quality, relevant to stakeholders, and supports the Clerc Center’s long-term success and the goals of the Clerc Center strategic plan.

Leads the Clerc Center’s School Partnership for Transformation Initiative; Creates partnerships with schools and programs serving deaf, hard of hearing and deaf blind students to work collaboratively to review instructional offerings and strategies, professional development opportunities and needs, and additional areas at the request of the school; leads program assessment efforts and develops tailored proposed action plans for program development, training, technical assistance, and family engagement.

Engages trainers, mentors, and cohort learning teams to support the continued growth and development of partner schools through short and long term action plans; identifies common needs and frequently requested training content as well as innovative practices in partner schools; and, together with the Director team, develops plans for future content development on the Clerc Center’s National Learning and Engagement Platform.

Leads the Clerc Center’s National Outreach Planning and implementation efforts; maintains a national leadership role through collaboration and partnership with national educational organizations; and develops a multi-year conference and engagement plan, including conferences, exhibits, Board relationships, and collaborative efforts, to raise visibility of the Clerc Center’s work across key organizations and partner programs.

Oversees the Gallaudet University Regional Centers (GURCs); developing plans in partnership with the regional Directors for the GURCs work in alignment with the Clerc Center’s Strategic Plan; develops plans for program expansion efforts and build an outreach network for all levels of education and service, birth through post-graduate education, and continuously striving to meet the needs to traditionally underserved populations and a variety of educational environments.

Innovates and leads the Clerc Center’s national face to face and virtual events including a series of national webinars and engagement events for topics based on needs identified through the Clerc Center’s Strategic Plan, Research Agenda, and through requests from school and programs.

Program Development and Oversight:

In collaboration with the team of directors, defines the scope and systems for technical assistance. Oversees the development of mechanisms and processes to support the effective provision, evaluation, and documentation of technical assistance activities.

Ensures all programs, products and services incorporate the principals of diversity, equity and inclusion; engages a diverse group of stakeholders early and throughout the program development process; and establishes quality assurance mechanisms to review products and services and revise as needed to ensure language is inclusive and actively considers and incorporates the perspective of traditionally underserved groups and in a variety of educational environments

Works with the Clerc Center Public Relations team as a Subject Matter Expert to design and implement a marketing plan for all national programs and services with an emphasis on reaching educators and families of traditionally underserved groups and in mainstream education environments.

In collaboration with other Directors, provides leadership, direction, and vision for the Clerc Center’s strategic planning process to establish organizational priorities; oversees implementation and ensures all planning efforts comply with external measures and mandates and that other Clerc Center planning processes are aligned with the strategic plan; and works collaboratively with other directors to establish and maintain effective interdepartmental systems to facilitate ongoing organizational planning and monitoring.

Oversees project managers to ensure all projects are brought to completion according to established timelines; ensures products, publications, and trainings address the needs of professionals and families, traditionally underserved groups and a range of educational environments as stipulated by the EDA; and as appropriate, incorporates the involvement of internal and external stakeholder groups through avenues such as project collaborations, advisory groups, and expert panels.
Leadership:

Works with members of the Clerc Center Leadership Team to develop cross-unit collaborations and two-way engagement. Actively seeks high quality teaching and learning strategies underway within KDES and MSSD and works collaboratively to engage personnel in producing content for a national audience; Ensures all training opportunities are available to KDES and MSSD personnel; and recommends and provides training and resource opportunities to teachers and staff based on observation and discussion with other Clerc Center leaders.

Seeks, establishes, and maintains external and internal collaborations in support of product and publications development, training, technical assistance, and outreach activities.

Ensures knowledge gathering, sharing, and integration of nationwide developments, trends, current events, needs of constituents, and politically sensitive issues in the fields of deaf education, general education, and related areas; and conducts policy analyses on emerging issues relevant to the Clerc Center mandate and federal accountabilities.

Ensures the execution of performance measures for federal accountability reporting; Works with department leaders to systematically document organizational planning, project development, and outreach efforts for reporting, historical, and other purposes. Ensures preparation of reports as needed for the Board of Trustees, U.S. Department of Education, GPRA and other purposes.

Provides leadership and direction to assigned personnel, ensures alignment between Clerc Center strategic goals, unit priorities, and staff annual performance objectives and accountability metrics; cultivates a sense of teamwork and shared vision within the unit; and evaluates performance and recommends salary increases.

Develops and oversees assigned budgets; allocates and manages resources for approved projects; and directs contractual arrangements as appropriate and monitors their progress.

Provides overall leadership to the Clerc Center by serving as a member of the Clerc Center Management Team and other leadership groups within the Clerc Center; serves as an active, contributing member of the Clerc Center and Gallaudet communities; serves as essential personnel and responds to emergency situations according to Clerc Center Crisis Leadership Team procedure; and assumes responsibility for the management of the Clerc Center when assigned.

Advises the Chief Academic and Chief Administrative Officers, providing extensive professional consultation and recommendations.

Represents the Clerc Center at University and external meetings and functions as appropriate including but not limited to special events, symposiums and conferences.

Effectively engages the staff in discussion of the Clerc Center’s values, vision, and direction; respects and uses the skills, expertise, experience, and insights of staff members; anticipates conflicts and facilitates resolution; expects staff members to accept responsibility for their actions; coaches staff members to success; and leads by example.

Works to support the Clerc Center mission in alignment with organizational priorities and the Clerc Center Strategic Plan.

Establishes and maintains a positive and supportive working relationship with co-workers and supervisor.

Shows a genuine commitment to diversity, equity and inclusion in the workplace and participates in activities and workshops to foster continuous learning.

Serves as a mandatory reporter under Title IX; and commits to completing Title IX training and other compliance requirements on an annual basis.

Performs other related duties, as assigned.

SPECIFICATIONS

Required Minimum Qualifications (When the candidate’s resume meets these qualifications, it will be screened in.)

Master’s Degree in Education or a related field.
A minimum five years of direct student instruction experience at the K-12 level, and a thorough knowledge of deaf, hard of hearing, and deaf blind learners, and of the unique educational and linguistic needs of deaf youth especially those from traditionally underserved populations.
A thorough knowledge and experience with bilingual education and instructional strategies for deaf and hard of hearing youth will also be required for success in this role.
Evidence of increasingly responsible leadership experience.
Ability to converse in high-level professional discourse in American Sign Language and written English and to communicate clearly with deaf, hard of hearing, and hearing audiences.
Preferred Qualifications (While not required, it is an advantage for what the position needs.)

A proven and impressive track record as a leader with the ability to build a team, motivate them, help them develop, and hold them accountable for the achievement of agreed upon organizational objectives.
Experience with strategic planning and utilizing educational research and program evaluation and a demonstrated ability to develop and implement strategic plans and complex projects.
Broad managerial skills and experience, detail oriented, and a proven record of sound fiscal, organizational, and management practice.
Knowledge, Skills and Abilities (Qualities that will help the incumbent be more successful in the position.)

Demonstrated commitment to the effective education of deaf and hard of hearing students from birth through high school, from diverse backgrounds and cultures, and with a broad range of skills and abilities.
Evidence of excellence in writing, communicating, and interpersonal relationships.
Demonstrated ability to design and develop comprehensive professional development programs and sequence based on the skills assessment of various audiences.
Demonstrated ability to conduct a comprehensive review of an instructional program and design and provide a tailored professional development series will also be required.
To ensure success with this work, the candidate will have experience providing instructional feedback and coaching.
Demonstrated ability to assess and provide a comprehensive review of both the instructional and operational components of a school/program, to design and sequence professional development programming to address needs based on program review, and the ability to recommend a variety of curriculum and assessment materials and provide detailed instructional feedback and coaching.
Demonstrated understanding addressing equity, diversity and inclusion; social justice; and anti-bias issues within school and organizational programming, to promote an equitable and inclusive climate, as well as the ability to review curriculum and assessment materials through the equity lens and to recommend a variety of curriculum and assessment materials.
Demonstrated ability to: effect change; maintain a harmonious work environment as well as a climate for successful innovation; and fulfill a national mission broad in scope and reach.
Ability to foster the use of technology and innovative strategies to promote learning on a national level.
Demonstrated ability to form and sustain productive relationships with state and national leaders in the field of deaf education and effectively represent organizational efforts and priorities on both the local and national level.

COMPENSATION:
Level: 11
Salary: Commensurate with experience and qualifications
FLSA: Exempt

Application Deadline: May 31, 2021. Selected candidates will be interviewed during the week of June 3, 2021.

The successful candidate will undergo a background check that must be cleared prior to working at Gallaudet University.

Gallaudet University is an equal opportunity employer/educational institution and does not discriminate on the basis of race, sex, national origin, religion, age, hearing status, disability, genetic information, covered veteran status, marital status, personal appearance, sexual orientation, family responsibilities, matriculation, political affiliation, source of income, place of business or residence, pregnancy, childbirth, or any other unlawful basis. This policy is in compliance with Title VII of the Civil Rights Act, the Americans with Disabilities Act, the Rehabilitation Act, the Age Discrimination in Employment Act, the District of Columbia Human Rights Act, and other applicable laws and applies to all procedures affecting applicants and employees including, but not necessarily limited to: recruitment, hiring, placement, promotion, transfer, reassignment, reappointment, tenure, demotion, selection for training, layoff, furlough, and termination, compensation, and all other conditions or privileges of employment.

TERMS OF EMPLOYMENT:
Length of position: Seasonal
Hours: Varied

GENERAL DESCRIPTION
Coaches must have a good knowledge of the sport, be able to communicate with athletes clearly and effectively, enthusiastically and successfully recruit athletes for the particular sport, and have a good rapport with students.

QUALIFICATIONS REQUIRED
High School diploma or equivalency
Must have or able to obtain First Aid and CPR certification within one month of employment
Sign Language: At hire, the applicant must have sign language skills equivalent to a Signed Communication Proficiency Inventory (SCPI) level of INTERMEDIATE. When applying, the applicant must submit documentation that the applicant believes substantiates that the applicant has achieved the proficiency level required at hire.

QUALIFICATIONS DESIRED
Proficient signed communications skills
Prior work experience in Athletics program of middle school or high school

SPECIFIC RESPONSIBILITIES
Is responsible for attending practice sessions, meetings, and other assignments as may be directed by the head coach and/or the athletic director.
Is cognizant of the health and safety of each participant, aware of the necessity for harmony and cooperation in the school, and is dedicated to the total athletic program while attempting to instill a desire to win in each athlete.
Assists in game administration and management as well as follow and carry out recommended techniques, methods, etc., related to the philosophies of the head coach and not to deviate from them without first consulting the head coach.
Accompany and assist with supervising student athletes on sporting events at TSD and throughout the state and country.
With instructions from the head coach, provides direct supervision of student athletes in vehicles, locker rooms, gyms, playing fields, dining rooms, and dorms during sport practices and participation.
Assist with supervising and instructing student athletes and managers in caring for and storing equipment and supplies; maintaining lockers, showers and supply rooms; washing towels and uniforms; keeping scores and statistics; and securing personal items.
Control key and building security, when assigned, including checking out keys and returning them at the end of the season; securing all doors; and turning out lights at the completion of practice or event.
Stress good sportsmanship, safety, and the values of athletics, positive community relations and a positive image of the school to students, staff and opponents.
Assist with the caring of injured students on the TSD campus by accompanying them, when requested, to the Health Center.
Report any hazardous situation to the head coach and/or to the Athletic Director in a timely manner
Maintains certification in First Aid and CPR (TSD Policy DBA)

TERM OF EMPLOYMENT:
Part-time employment
Length of position: 9.5 months

Hours: Mon-Fri; varies between 6:00 am and 6:00 pm (may be required to work a split-shift with morning, midday and afternoon hours as needed)

GENERAL DESCRIPTION
Under the supervision of the Transportation Coordinator, the Bus Monitor supervises and assists students transported in TSD vehicles. He/she assists the driver with ensuring comfortable, safe transportation services, oversees the safety of students while loading, and with riding/unloading the bus. Works under close supervision with minimal latitude for the use of initiative and independent judgment.

QUALIFICATIONS REQUIRED
Minimum of sixth grade education
Minimum of one year demonstrable experience working with children.
Ability to be certified in First Aid and Cardiopulmonary resuscitation (CPR)
Sign Language: At hire, the applicant must have sign language skills equivalent to a Signed Communication Proficiency Interview (SCPI) level of ADVANCED. When applying, the applicant must submit documentation that the applicant believes substantiates that the applicant has achieved the proficiency level required at hire.

QUALIFICATIONS DESIRED
Work experience as a school bus monitor or school bus driver
Currently certified in First Aid and/or CPR
Proficient signed communications skills

SPECIFIC RESPONSIBILITIES
Assists students while loading, riding, and disembarking the vehicle in a safe manner
Assists driver with student management through correct use of communication and discipline
Communicates effectively, as appropriate, with colleagues, students, parents, families, administrators and supervisors and public.
Make sure that seat belts, car seats are used correctly and assist students use safety devices when needed.
Operate equipment according to established safety procedures.
Follow emergency procedures including evacuation of students as needed and assist driver to administer first aid, if necessary.
Reports discipline problems using a written referral form
Operates the two-way radio correctly and in accordance with department policy
Assists the driver in maintaining a clean and orderly vehicle with daily cleaning after each route
Attends and successfully completes all required training, safety meetings, and other required events
Other duties as assigned

KNOWLEDGE, SKILLS, ABIILITIES/ATTRIBUTES
Problem solving- the individual identifies and resolves problems in a timely manner and gathers and analyzes information skillfully
Effective communication- the individual must be able to appropriately communicate with colleagues. Students, parents, families, administrators, supervisors, and the public.
Panning/organizing- the individual prioritizes and plans work activities, uses time efficiently, and develops realistic action plans
Quality control- the individual demonstrates accuracy and thoroughness and monitors own work to ensure quality.
Dependability- the individual is consistently at work and on time, follows instructions, responds to management direction and solicits feedback to improve performance.
Safety and security- the individual actively promotes and personally observes safety and security procedures and uses equipment and materials properly.
Interpersonal skills- the individual maintains confidentiality, remains open to others’ ideas and exhibits willingness to try new things.

TERMS OF EMPLOYMENT
Length of position: 9.5 months
Hours: Various shifts from 6:00 am-6:00 pm

PRIMARY PURPOSE
Ensure safe and orderly transportation of students and other authorized personnel on assigned routes to and from school as well as related activities. Safely operate school buses and other various types of passenger vehicles. Work under general supervision with limited latitude for the use of initiative and good judgment.

QUALIFICATIONS REQUIRED
Graduation from standard senior high school or equivalent certificate or four years of bus driving experience.
Must possess a minimum of a Class B Texas Commercial Driver’s License (CDL) with Passenger & School Bus Endorsements appropriate for operating school buses.
Must possess TEA School Bus Drivers Certificate or be able to obtain certification within three months of employment.
Must possess and maintain a satisfactory driving record.
Satisfactory completion of pre-employment controlled substance screening, school bus driver medical examination, driving history check, and criminal history check; and, successful completion of an annual DOT physical examination.
Must submit to and test negative on all required drug and/or alcohol tests.
Sign Language: The applicant does not need to have sign language skills at hire but will be required to participate in sign language classes offered at TSD until reaching a level of INTERMEDIATE as evaluated on the Signed Communication Proficiency Interview.

QUALIFICATIONS DESIRED
Proficient signed communications skills
One or more years work experience operating school buses or other large commercial vehicles
Valid CPR/First Aid certification

KNOWLEDGE, SKILLS, ABILITIES/ATTRIBUTES
Problem solving—the individual identifies and resolves problems in a timely manner and gathers and analyzes information skillfully.
Effective Communication—the individual must be able to appropriately communicate with colleagues, students, parents, families, administrators, supervisors, and the public.
Planning/organizing—the individual prioritizes and plans work activities, uses time efficiently, and develops realistic action plans.
Quality control—the individual demonstrates accuracy and thoroughness and monitors own work to ensure quality.
Dependability—the individual is consistently at work and on time, follows instructions, responds to management direction and solicits feedback to improve performance.
Safety and security—the individual actively promotes and personally observes safety and security procedures, and uses equipment and materials properly.
Interpersonal Skills—the individual maintains confidentiality, remains open to others’ ideas and exhibits willingness to try new things.

SPECIFIC RESPONSIBILITIES
Operate assigned school bus or other vehicle on an assigned route in transporting students, staff or other personnel to and from school, as well as related activities, in a safe manner.
Maintain, update, read and understand route sheets/maps and notify Dispatcher or Coordinator of requests for any type of route changes.
Operate the two-way radio correctly and in accordance with department policy.
Drive school bus or other assigned vehicle on extra trips during mid-day, after hours and on weekends as required.
Report any accident involving assigned vehicle to the Dispatcher and/or Coordinator immediately and complete all required documentation within 24 hours following an accident.
Instruct students on the bus rules and regulations
Ability to perform and instruct students / staff on emergency procedures of bus evacuation.
Exercise student management through correct use of communication and discipline.
Report discipline problems using a written referral form
Maintain route schedule in a safe and timely manner.
Observe all traffic laws and safety regulations for school buses and practice effective defensive driving techniques.
Control and maintain the driver book, vehicle keys, fuel card, reports and forms and other assigned items while in possession and turn in to dispatch as required.

TERMS OF EMPLOYMENT:
Length of position: 9.5 months
Hours: 7:30 A.M- 4:30 P.M.

GENERAL DESCRIPTION
The Intervener provides direct support to a student with deaf-blindness for all or part of the instructional day as determined by the student’s Individualized Educational Program (IEP). The Intervener works cooperatively a variety of direct service providers and consultants including: classroom teachers; teachers of children with hearing impairments, visual impairments, or severe disabilities; speech therapists; occupational and physical therapists; orientation and mobility instructors; and other professionals as well as paraprofessionals. Works under limited supervision with considerable latitude for the use of initiative and independent judgment.

QUALIFICATIONS REQUIRED
High School Diploma or equivalent
Two years of professional experience as a teacher, teacher assistant, or residential educator for special needs deaf students
Sign Language: At hire, the applicant must have sign language skills equivalent to a Signed Communication Proficiency Inventory (SCPI) level of INTERMEDIATE. When applying, the applicant must submit documentation that the applicant believes substantiates that the applicant has achieved the proficiency level required at hire. The ultimate required proficiency level for the position using the levels designated in the Signed Communication Proficiency Inventory (SCPI) is ADVANCED. If hired with a sign language proficiency level below this level, you are required to participate in signed communication learning opportunities on a regular basis until you have achieved the sign language proficiency level assigned to your position.

QUALIFICATIONS DESIRED
Proficient signed communications skills
Bachelor’s degree in education, human behavior, or a field related to childcare
Four years of experience as a teacher assistant working with children in deaf education

SPECIFIC RESPONSIBILITIES
Assumes primary responsibility to provide direct support to a student with deaf-blindness during all or part of a school day as part of an educational team, and as indicated in the student’s IEP
Follows the student’s IEP and the modifications and instructional techniques recommended by related service staff
Provides the degree of support necessary to ensure effective communication for the deaf/blind student.
Assists in ensuring that necessary environmental modifications are in place
Becomes proficient in students’ individual communication methods and strategies
Models appropriate interactions with the student who is deaf/blind for the educational team, students and community
Provides opportunities for the deaf/blind student to socialize with peers
Fosters independence by encouraging the deaf/blind student to try to do as much for themselves as they can
Creates instructional materials as needed
Displays proficient levels of technology applications
Accompanies and supports the student during community-based instruction
If indicated in the IEP, visits or provides instruction in the student’s home as deemed appropriate by the IEP committee
Maintains communication between home and school, and keeps a daily log of information about the student and his or her activities
Participates in IEP meetings and student staffings
In collaboration with the classroom teacher(s), teacher of students with vision impairments and other direct service professionals, participates in the assessment of the student and in the preparation of IEPs, progress reports, behavior plans, data collection, and other documentation for program monitoring
Participates in site-based, regional, and statewide training in the area of deaf-blindness
Serves as a resource to other staff on issues related to the needs of the deaf/blind student(s)
Demonstrates ability to manage time effectively, be well organized, and to remain flexible

TERMS OF EMPLOYMENT:
Length of position: Seasonal
Hours: Varied

GENERAL DESCRIPTION
Coaches must have a good knowledge of the sport, be able to communicate with athletes clearly and effectively, enthusiastically and successfully recruit athletes for the particular sport, and have a good rapport with students.

QUALIFICATIONS REQUIRED
High School diploma or equivalency
Must have or able to obtain First Aid and CPR certification within one month of employment
Sign Language: At hire, the applicant must have sign language skills equivalent to a Signed Communication Proficiency Inventory (SCPI) level of INTERMEDIATE. When applying, the applicant must submit documentation that the applicant believes substantiates that the applicant has achieved the proficiency level required at hire.

QUALIFICATIONS DESIRED
Proficient signed communications skills
Prior work experience in Athletics program of middle school or high school

SPECIFIC RESPONSIBILITIES
Is responsible for attending practice sessions, meetings, and other assignments as may be directed by the head coach and/or the athletic director.
Is cognizant of the health and safety of each participant, aware of the necessity for harmony and cooperation in the school, and is dedicated to the total athletic program while attempting to instill a desire to win in each athlete.
Assists in game administration and management as well as follow and carry out recommended techniques, methods, etc., related to the philosophies of the head coach and not to deviate from them without first consulting the head coach.
Accompany and assist with supervising student athletes on sporting events at TSD and throughout the state and country.
With instructions from the head coach, provides direct supervision of student athletes in vehicles, locker rooms, gyms, playing fields, dining rooms, and dorms during sport practices and participation.
Assist with supervising and instructing student athletes and managers in caring for and storing equipment and supplies; maintaining lockers, showers and supply rooms; washing towels and uniforms; keeping scores and statistics; and securing personal items.
Control key and building security, when assigned, including checking out keys and returning them at the end of the season; securing all doors; and turning out lights at the completion of practice or event.
Stress good sportsmanship, safety, and the values of athletics, positive community relations and a positive image of the school to students, staff and opponents.
Assist with the caring of injured students on the TSD campus by accompanying them, when requested, to the Health Center.
Report any hazardous situation to the head coach and/or to the Athletic Director in a timely manner
Maintains certification in First Aid and CPR (TSD Policy DBA)

TERMS OF EMPLOYMENT:
Length of position: Seasonal
Hours: Varied

GENERAL DESCRIPTION
Coaches must have a good knowledge of the sport, be able to communicate with athletes clearly and effectively, enthusiastically and successfully recruit athletes for the particular sport, and have a good rapport with students.

QUALIFICATIONS REQUIRED
High School diploma or equivalency
Must have or able to obtain First Aid and CPR certification within one month of employment
Sign Language: At hire, the applicant must have sign language skills equivalent to a Signed Communication Proficiency Inventory (SCPI) level of INTERMEDIATE. When applying, the applicant must submit documentation that the applicant believes substantiates that the applicant has achieved the proficiency level required at hire.

QUALIFICATIONS DESIRED
Proficient signed communications skills
Prior work experience in Athletics program of middle school or high school

SPECIFIC RESPONSIBILITIES
Is responsible for attending practice sessions, meetings, and other assignments as may be directed by the head coach and/or the athletic director.
Is cognizant of the health and safety of each participant, aware of the necessity for harmony and cooperation in the school, and is dedicated to the total athletic program while attempting to instill a desire to win in each athlete.
Assists in game administration and management as well as follow and carry out recommended techniques, methods, etc., related to the philosophies of the head coach and not to deviate from them without first consulting the head coach.
Accompany and assist with supervising student athletes on sporting events at TSD and throughout the state and country.
With instructions from the head coach, provides direct supervision of student athletes in vehicles, locker rooms, gyms, playing fields, dining rooms, and dorms during sport practices and participation.
Assist with supervising and instructing student athletes and managers in caring for and storing equipment and supplies; maintaining lockers, showers and supply rooms; washing towels and uniforms; keeping scores and statistics; and securing personal items.
Control key and building security, when assigned, including checking out keys and returning them at the end of the season; securing all doors; and turning out lights at the completion of practice or event.
Stress good sportsmanship, safety, and the values of athletics, positive community relations and a positive image of the school to students, staff and opponents.
Assist with the caring of injured students on the TSD campus by accompanying them, when requested, to the Health Center.
Report any hazardous situation to the head coach and/or to the Athletic Director in a timely manner
Maintains certification in First Aid and CPR (TSD Policy DBA)

Terms of Employment:
Length of position: 10.5 months
Hours: Sunday 8:00 PM-12:00 PM & Monday-Thursday 3:00-12:00 PM

GENERAL DESCRIPTION
Teaches students social, leisure, daily living, and other life skills, and supervises daily living activities. Evaluates student progress in attaining instructional and optimum levels of independent living and/or vocational goals. Counsels students by offering them advice and guidance. Supervises youth activities and behaviors on a group and individual basis. Works under moderate supervision with limited latitude for the use of initiative and independent judgment.

QUALIFICATIONS REQUIRED
Bachelor Degree in related field (psychology, child development, education, social worker, etc) or Two years of experience working with child population, k-12 school settings or any residential facility.
One year of experience in child or special needs population care OR two years of coursework related to child growth, development, psychology, care education or similar area; OR Bachelor’s degree
Sign Language: INTERMEDIATE at hire but will be required to participate in sign language classes offered at TSD until reaching a level of ADVANCED as evaluated on the Signed Communication Proficiency Interview.

QUALIFICATIONS DESIRED
Experience working with deaf, special needs, and/or behavioral challenging youth population
Obtain certificate related to any type of Crisis Prevention Intervention (CPI, MANDT, etc)
Experience at a residential school for the deaf or another residential childcare facility
Experience in teaching and caring for children and youth with and without disabilities
Sign Language level – Advanced

KNOWLEDGE, SKILLS, ABILITIES/ATTRIBUTES
Problem solving—the individual identifies and resolves problems in a timely manner and gathers and analyzes information skillfully.
Effective Communication—the individual must be able to appropriately communicate with colleagues, students, parents, families, administrators, supervisors, and the public.
Planning/organizing—the individual prioritizes and plans work activities, uses time efficiently, and develops realistic action plans.
Quality control—the individual demonstrates accuracy and thoroughness and monitors own work to ensure quality.
Dependability—the individual is consistently at work and on time, follows instructions, responds to management direction and solicits feedback to improve performance.
Safety and security—the individual actively promotes and personally observes safety and security procedures, and uses equipment and materials properly.
Interpersonal Skills—the individual maintains confidentiality, remains open to others’ ideas and exhibits willingness to try new things.
ESSENTIAL FUNCTIONS
Teaches basic self-help and self-care skills related to independent living and social skill development
Manages student behavior in accordance with the code of conduct or individual behavior plans. This includes intervening in crisis situations and physical intervention of students as necessary according to IEP and TSD’ s preferred method of managing aggressive behavior, the MANDT System
Develops, implements, and monitors student activities
Acts as a chaperone of students for off-campus activities and as needed for home goings
Responds appropriately to emergencies, and notifies appropriate staff and parents
Makes parental//guardian contact 1 time a week or as required by supervisor
May enter students’ rooms and restrooms to check on the safety and personal hygiene of students.
Assumes responsibility for students at all times.
Ensures safe environment for students and staff by taking appropriate action

TERMS OF EMPLOYMENT:
Length of position: As needed
Hours: As needed

GENERAL DESCRIPTION
Coaches must have a good knowledge of the sport, be able to communicate with athletes clearly and effectively, enthusiastically and successfully recruit athletes for the particular sport, and have a good rapport with students.

QUALIFICATIONS REQUIRED
High School diploma or equivalency
Must have or able to obtain First Aid and CPR certification within one month of employment
Sign Language: At hire, the applicant must have sign language skills equivalent to a Signed Communication Proficiency Inventory (SCPI) level of INTERMEDIATE. When applying, the applicant must submit documentation that the applicant believes substantiates that the applicant has achieved the proficiency level required at hire.

QUALIFICATIONS DESIRED
Proficient signed communications skills
Prior work experience in Athletics program of middle school or high school

SPECIFIC RESPONSIBILITIES
Communicates with student athletes clearly and effectively
Enthusiastically and successfully recruits student athletes
Conducts regular sport practice sessions for one and one-half hours on weekdays throughout the sports season (except with the permission of the Athletic Director to cancel a particular practice session)
Teaches the philosophy and fundamental skills associated with the sport to student athletes
Accompanies and supervises student athletes on sporting events at TSD and throughout the state and country
Provides direct supervision of student athletes in vehicles, locker rooms, gyms, playing fields, dining rooms, and dorms during sport practices
Attends all meetings required by the Athletic Director
Supervises and instructs student athletes and managers in caring for and storing equipment and supplies; maintaining lockers, showers and supply rooms; washing towels and uniforms; keeping scores and statistics; and securing personal items
Controls key and building security including checking out keys and returning them at the end of the season; securing all doors; and turning out lights at the completion of practice or event
Provides the Athletic Director with up-to-date rosters and eligibility lists at the beginning of the practice season and at any time the roster changes
Consults with the Athletic Director prior to suspending or dismissing any student from the sport team
Informs and assists the Athletic Director in all practice scheduling, team meetings, and game scheduling
Stresses good sportsmanship, safety, and the values of athletics, positive community relations and a positive image of the school to students, staff and opponents
Cares for injured students, working closely with the athletic trainer when available by sending them immediately (if possible) to the Health Center if at TSD
Reports any hazardous situations to the Athletic Director in a timely manner
Becomes familiar with the AIPL Manual, bylaws, and complies with all TSD policies and procedures
Reports game results to appropriate newspapers
Submits player rosters to the Athletic Director
Submits first statistics, completes all-American records, award summaries, and brochure summaries
Maintains certification in First Aid and CPR (TSD Policy DBA)

TERMS OF EMPLOYMENT:
This is a grant-funded position.
Hours: 40 hours per week primarily Mon-Fri during normal business hours with occasional evening and weekend work.

GENERAL DESCRIPTION
Provides administrative support on outreach efforts of various ongoing Family Services Programs. Tracks outreach measures related to database management support for Family Services projects. Assists with contract management tasks including budget preparation tasks. Provides consultative and technical assistance on family support services including Latinx and Mexican-American families of deaf or hard of hearing children. Works with Deaf Education program supervisors and staff, agencies involved with deaf or hard of hearing children or families within the Latinx and Mexican-American communities. Networks, collaborates, and shares Family Support resources with the Latinx and Mexican-American population serving deaf and hard of hearing families. Works under general supervision, with moderate latitude for the use of initiative and independent judgment.

QUALIFICATIONS REQUIRED
Graduation from an accredited four-year college or university with major coursework in Childhood Education, Deaf Studies, Cultural Studies, Project Management, or other coursework related to the SOC assignment. Related experience may be substituted for education on year for year
Knowledge of deaf culture and unique needs of families with deaf or hard of hearing children.
Ability to communicate in Spanish with Spanish-speaking individuals or Hispanics.
Experience in project/program management, office management, administrative assistance, or related work
Able to work with diverse cultural, ethnic, and socio-economic groups as well as with families who have chosen diverse communication and placement options for their child
Sign Language: The ultimate required proficiency level for the position using the levels designated in the Signed Communication Proficiency Interview (SCPI) is ADVANCED. If hired with a sign language proficiency level below this level, you are required to participate in signed communication learning opportunities on a regular basis until you have achieved the sign language proficiency level assigned to your position. Must have at least a minimum level of INTERMEDIATE.

QUALIFICATIONS DESIRED
Experience providing or coordinating parent/family support services.
Knowledge of Latin American culture.
Knowledge of Mexican Sign Language, LSM.
Experience working with deaf adults, students, and/or families
Possess advanced knowledge of computer and standard office software applications
Knowledgeable of national, regional, state, and local resources for families with children who are deaf or hard of hearing
Willingness to occasionally travel and to work some evenings and weekends as program needs require.
Experience working with budget preparation and management
Possesses strong organizational skills

KNOWLEDGE, SKILLS, AND ABILITIES/ATTRIBUTES
Collaboration- gives and receives feedback from teammates, expresses opinions and areas of disagreement tactfully, acknowledges others’ skills and contributions, supports group decisions.
Problem-solving—the individual identifies and resolves problems in a timely manner and gathers and analyzes information skillfully.
Effective Communication—the individual must be able to appropriately communicate with colleagues, students, parents, families, administrators, supervisors, and the public.
Planning/organizing—the individual prioritizes and plans work activities, uses time efficiently, and develops realistic action plans.
Quality control—the individual demonstrates accuracy and thoroughness and monitors own work to ensure quality.
Dependability—the individual is consistently at work and on time, follows instructions, responds to management direction, and solicits feedback to improve performance.
Safety and security—the individual actively promotes and personally observes safety and security procedures, and uses equipment and materials properly.
Interpersonal Skills—the individual maintains confidentiality, remains open to others’ ideas, and exhibits a willingness to try new things.

SPECIFIC RESPONSIBILITIES
Provides administrative support for the Family Services staff.
Tracks outreach measures related to Family Services projects through database management tools
Assists with contract management tasks on Family Services.
Provides consultative and technical assistance on family support services including Latinx and Mexican-American families.
Works with Deaf Education Regional Day School Programs for the Deaf staff, school district personnel, and agencies involved with families who have deaf or hard of hearing children.
Provides Latinx and Mexican American families with the opportunity to establish a supportive relationship with other families who have deaf or hard of hearing children.
Works with Family Services personnel to ensure that the Latinx and Mexican-American communities having access to SOC Family Services (i.e. Deaf Mentors, Deaf or Hard of Hearing Role Models and Family Signs)
Collaborates with and supports family services programs such as Deaf Mentors and Deaf and Hard of Role Models, Family Signs and Guide By Your Side and family events (i.e. Family Weekend Retreat and Statewide Conference on Education of the Deaf).
Works with Family Services personnel to ensure that the Latinx and Mexican-American communities having access to SOC Family Services (i.e. Deaf Mentors, Deaf or Hard of Hearing Role Models and Family Signs)
Enters data reports on Latinx and Mexican-American community outreach efforts.
Assists in evaluating and monitoring budget for family services involvement programs.
Serves as a liaison for the interests, perspectives, and voices of Latinx and Mexican-American families on planning committees, task forces, and workgroups.
Recruits volunteers as needed for program support.
Performs related work as assigned.