TERMS OF EMPLOYMENT
Length of position: 215 contract days per year in accordance with school calendar
Salary: Depends on education and experience
Hours: 8:00 AM to 5:00 PM

GENERAL DESCRIPTION
Under the general direction of the Middle School Principal, the Assistant Supervisor: assists in the management and supervision of the educational process in the department, assists in the selection, training and supervision of certified and classified staff, assists in the preparation and administration of the department staff to ensure alignment with student learning goals. Supports the department staff in achieving the mission to increase student achievement.

REQUIRED QUALIFICATIONS
Master’s degree in deaf education
Administrative certification required by the State of Texas (i.e., Assistant Principal or Principal) or in the process of becoming certified
Three years of successful professional teaching experience
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.

DESIRABLE QUALIFICATIONS
Experience with review of assessment data, preparation of ARD paperwork and demonstrated leadership with department committee
Previous experience as a Principal, Assistant Principal or Lead Teacher
Proficient sign communications skills

KNOWLEDGE, SKILLS AND ABILITIES/ATTRIBUTES
Instructional Knowledge— knowledge of content; instructional methodologies, culturally responsive classroom management
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
Assists Principal with leading teachers and staff in developing and supporting a school climate of respect and appreciation for all students, staff and parents and a school culture aligned with the vision, mission and values of the School.
Oversees curriculum and instruction in ways to develop professional development and other pedgaogical strategies and approaches.
Assists the Principal with managing the ARD/IEP process including facilitating meetings, training teachers and staff, collaborating with parents/guardians, and complying with federal and state laws/administrative rules and School policies.
Collaborates with school leadership staff on the development and implementation of the District Improvement Plan and the TSD Strategic Plan.
Monitors department professional development plans and individualized growth plans/
Works with teachers to improves their teaching practice through coaching, professional development, modeling, and collaborative planning.
Supports language immersion and intervention measures.
Assists with monitoring the progress of all students.
Ensures learning environment and classroom instruction maximizes student learning.
Keeps abreast of successful instructional methodologies and practices, implements data-driven instructional practices and leads discussions about student performance.
Assists with recruiting, selecting, and hiring school staff, including teachers and department-based support staff.
Collaborates with all department heads to coordinate and implement programs and services that meet the needs of the students being served.
Ensures compliance with local, state and federal laws and regulations.
Assists with the administration of the departmental budget.

TERMS OF EMPLOYMENT:
Length of position: 187 Contract Days per year

Hours: Varies

GENERAL DESCRIPTION
The Speech/Language Pathologist (SLP) provides services to students who are deaf and hard of hearing and who may have additional disabilities. The SLP evaluates, provides direct speech/communication services, and provides on-going consultative services to staff regarding communication, language, and literacy and strategies needed by students for effective instruction. The SLP works with the division director, audiology and SLP team, assessment team, related service providers and department administrators to plan for and provide in-service. When appropriate, the SLP will collaborate and coordinate services with community agencies such as Early Childhood Intervention (ECI).

QUALIFICATIONS REQUIRED
Master’s Degree in Speech/Language Pathology from an accredited college or university
Successful completion of one semester internship in Speech/Language Pathology
Certification of clinical competency CCC-SLP or CCC-CFY-SLP
Sign Language: The applicant does not need to have sign language skills at hire but will be required to paticipate in sign language classes offered at TSD until reaching a level of ADVANCED as evaluated on the Signed Communication Proficiency Interview. If hired with a sign language proficiency level below this level, you are required to participate in signed communciation learning oppurtunities on a regular basis until you have achieved the sign language proficiency level assigned to your position.

QUALIFICATIONS DESIRED
Proficient signed communications skills.
Experience in a school setting.
Experience working with students who are deaf, hard of hearing, or have multiple disabilities.
Experience managing and conducting student Individual Education Plan (IEP) meetings.

ESSENTIAL FUNCTIONS
Conducts communication evaluations complying with special education procedures including the evaluation of speech, language, augmentative communication and assistive technology needs.
Evaluates students, communicates and collaborates with parents, medical personnel, and staff regarding feeding disorders.
Provides direct services to students as indicated by the evaluation, best practices, and ARD Committee decisions.
Provides in-service training, demonstration teaching and consultation to staff and parents related to communication and language methodologies, strategies and modifications for students who are deaf and who may have additional disabilities.
Develops and implements speech, communication and language goals and objectives for students’ individualized education plan and monitor the implementation of the IEP in varied instructional settings.
Conducts and models communication activities in the classroom setting.
Participates as a team member with other professionals in Instructional Services, Residential Services, student staffing meetings, in the Admissions, Review and Dismissal (ARD/Individualized Educational Plan (IEP) process and in the TSD outreach assessment role.
Participates in TSD’s committees addressing best practices in addressing language acquisition and service delivery models.
Collaborates and coordinates services with community agencies such as Early Childhood Intervention (ECI) and DARS.
Provides outreach services coordinated through TSD’s outreach department.
Inventories and maintains assistive technology equipment and augmentative communication materials.
Maintains pertinent records and files; completes student progress reports and SHARS forms.
Supervises university students for speech practicum.
Performs related work as assigned.

KNOWLEDGE, SKILLS AND ATTRIBUTES
Problem solving—the individual identifies and resolves problems in a timely manner and gathers and analyzes information.
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.
Quality control—the individual demonstrates accuracy and thoroughness and monitors own work to ensure.
Dependability—the individual is consistently at work and on time, follows instructions, responds to management direction and solicits feedback to improve.
Safety and security—the individual actively promotes and personally observes safety and security procedures, and uses equipment and materials.
Interpersonal Skills—the individual maintains confidentiality, remains open to others’ ideas and exhibits willingness to try new things.

TERMS OF EMPLOYMENT

Contract employment 189 working days per academic year August to June

Normal work hours 7:30 AM – 3:30 PM

GENERAL DESCRIPTION
Provides classroom instruction to deaf students. Plans, develops, presents, modifies curricula and prepares lesson plans and other instructional materials to student ability levels and in accordance with student’s Individual Educational Plan (IEP). Evaluates and documents appropriate data to monitor student progress and serves as an advisor/advocate for students in the Admission, Review, and Dismissal (ARD) process. Works in self-contained, team, departmental, or itinerant capacity as assigned. Works under the general supervision of the Middle School principal.

QUALIFICATIONS REQUIRED
Bachelor’s degree.
Valid Texas teaching certificate in the subject and level of assignment and appropriate Special Education certification or the ability to obtain a valid Texas certification within prescribed time frame.
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
Proficient signed communications skills
Master’s degree in special education, deafness, or in a related field
Texas Deaf Education Certification
Texas Certification in Math
Prior work experience in special education, deafness or a related field

KNOWLEDGE, SKILLS, ATTRIBUTES
Instructional knowledge – knowledge of content, instructional methodologies, classroom management
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
Creates classroom environment conducive to learning and appropriate for the social, physical, intellectual, cultural, and emotional development of students.
Collaborates and attends meetings with students, parents, and other staff members to develop IEP through the ARD Committee process for each student assigned.
Plans and uses appropriate instructional and learning strategies, activities, materials, and equipment that reflect understanding of the learning styles and needs of students assigned
Implements an instructional, therapeutic, and/or skill development program for assigned students and shows written evidence of preparation and implementation as required and determined by the IEP.
Uses technology for teaching/learning process.
Communicates effectively, as appropriate, with colleagues, students, parents, families, administrators, supervisors, and public.
Works cooperatively with instructional team to regularly modify curricula as needed to assist students in their classroom assignments.
Prepares and submits weekly lesson plans consistent with the established curriculum.
Conducts assessment of student learning styles and uses results to plan for instructional activities.
Manages student behavior in accordance with the code of conduct and individual behavior programs.
Keeps informed of and complies with federal, state, and TSD school regulations and policies for special education teachers.
Compiles, maintains, and files all reports, records and other documents required.
Establishes and maintains open lines of communication by conducting conferences with parents, students, principals and other TSD staff
Keeps parents apprised of student progress through parent teacher conferences, emails and phone contacts.

TERMS OF EMPLOYMENT

Hours per week: Full-time 40 hours per week

Scheduled hours: Overnight Shift (shift differential available)

Length of position: 10.5 months per year

GENERAL DESCRIPTION

The Registered Nurse performs complex (journey-level) nursing work and is responsible for ensuring that Texas School for the Deaf students receive appropriate health care and follow-up in accordance with accepted nursing and medical standards under the direction of a licensed physician. The nurse may supervise, instruct, and evaluate ancillary and subordinate nursing personnel. Works under general supervision with moderate latitude for the use of initiative and independent judgment.

MINIMUM QUALIFICATIONS
Graduation from an accredited school of nursing and licensed to practice as a Registered Nurse in the State of Texas
Sign Language: The ultimate required proficiency level for the position using the levels designated in the Signed Communication Proficiency Interview (SCPI) is INTERMEDIATE. 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.

DESIRABLE QUALIFICATIONS

Proficient signed communications skills
Professional experience as a nurse in a residential and/or school setting
Computer skills to include word processing, e-mail and spreadsheets
Previous experience working with individuals who are deaf or have disabilities
Psychiatric experience
Pediatric experience
Knowledge of deaf culture
KNOWLEDGE, SKILLS, ABILITIES/ATTRIBUTES

Instructional Knowledge— knowledge of content; instructional methodologies, classroom management
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

Assesses patients for illnesses or injuries and provides appropriate nursing intervention within scope of license
Administers medications and observes patients for unusual symptoms and favorable or unfavorable reactions.
Complies with physical/health and safety standards for all required tasks
Assists in evaluating services provided and makes recommendations for improvements as appropriate.
Reviews medical records and conducts patient assessments to determine appropriate method of treatment and care.
May detect, record, investigate, and report infections and communicable diseases and take corrective action as appropriate.
May develop and interpret program operations, policies, and procedures.
Prepares and maintains records and/or reports consistent with department procedures
Works both independently and collaboratively with colleagues as appropriate for the situation
Plans and executes work, exercises good judgment, and establishes good relationships with patients, medical staff and others
Ensures that all medication, medication information, refill letters are sent home appropriately (monthly or each weekend)
May supervise LVN and support staff

TERMS OF EMPLOYMENT

Length of position: 10.5 months

Hours: Varied

General Description
Provides highly-complex vocational nursing work. Work involves providing for the care, treatment, and general welfare of patients. Works under general supervision with moderate latitude for the use of initiative and independent judgment.

Qualifications Required

Graduation from an accredited school of nursing and licensed to practice as a Licensed Vocational Nurse (LVN) in the State of Texas
Sign Language: The ultimate required proficiency level for the position using the levels designated in the Signed Communication Proficiency Interview (SCPI) is INTERMEDIATE. 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
Professional experience as a nurse in a residential and/or school setting
Computer skills to include word processing, e-mail and spreadsheets
Previous experience working with individuals who are deaf or have disabilities
Psychiatric experience
Pediatric experience
Knowledge of deaf culture

SPECIFIC RESPONSIBILITIES

Administers medication orally, rectally, internally, or by injection as appropriate.
Monitors clients for treatments and procedures.
Takes patients temperature, pulse, and respiration, and conducts appropriate screening tests.
Assesses patients for illnesses and/or injury, provides appropriate nursing intervention within scope of license.
Maintains appropriate records pertaining to medication, deaths, illnesses, and the transfer of patients.
Maintains and reviews client records.
Transcribes physician orders
Communicates health related information to parents
May assume responsibility for documentation of school health related clinic, such as vision or scoliosis
Instructs, counsels, and supervises clients in meeting their health care needs.
Arranges for adequate nursing supplies and equipment needed for proper patient care.

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: 9.5 months

Hours:

GENERAL DESCRIPTION

The Job Coach is responsible for supporting 15-22 year old students who participate in our work training programs, both on- and off-campus, and assists the transition teacher in providing an employment and independent living skills-based curriculum for deaf students with and without additional disabilities. Additional responsibilities include employment readiness training, job coaching, career assessments, and evaluation of students in the classroom and at multiple worksites. The Job Coach also helps students establish direct working relationships with co-workers and supervisors to create natural supports.

REQUIRED QUALIFICATIONS

High school diploma or equivalent
Two years of professional experience working with high school students in an educational setting or 48 hours of college coursework in education, counseling or related field.
Two years of professional experience working with individuals who are deaf and/or have other disabilities, or professional experience as a job coach or in a similar position
Must have a valid driver’s license class C or higher issued by the Texas Department of Public Safety
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.

DESIRABLE QUALIFICATIONS

Bachelor’s degree in education, psychology or related field
Experience developing job aids or visual supports to help students understand work tasks
Experience working with students with autism spectrum disorders
Experience as a Job Coach

KNOWLEDGE, SKILLS AND ABILITIES/ATTRIBUTES

Instructional Knowledge— knowledge of content; instructional methodologies, classroom management
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 their 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

Trains, supervises, and records student progress at assigned work sites on and off campus.
Assists teacher in the delivery of employment and independent living skills based curriculum; provides instructional support to students on and off campus.
Monitors and documents student behaviors according to TSD policy and procedures
Drives students to and from work sites and community activities; accompanies students on city bus, or other mode of transportation; provides city bus transportation training as needed.
Covers class when the teacher is not present
Escorts students on campus inside and outside of classrooms and residential areas; monitors bus and cafeteria areas as assigned.

Horace Mann School for the Deaf and Hard of Hearing
Head of School Qualifications (Requirements & Preferred)

REQUIREMENTS
Culturally and linguistically competent school leader able to effectively work in authentic collaboration with all school community stakeholders and the Boston Public Schools to advance the mission and vision of the Horace Mann School for the Deaf and Hard of Hearing.
Demonstrated high level, native or near-native fluency in American Sign Language, and written English skills.
Experienced in leading a dual language, American Sign Language/English, school for Deaf and hard of hearing students in a public K-12 urban school
Expert Deaf education leader committed to advancing social justice, equity, anti-racist education and appropriate inclusive practices for Deaf and hard of hearing children, including students with multiple special needs.
Knowledgeable of Special Education laws and the Individualized Education Plan (IEP) development and accountability systems.
Effective distributed leadership approach to develop and support the work of the instructional leadership team (ILT), and all teams in the school organization; a proven leader with a clear leadership philosophy and a vision for the future of the Horace Mann School for the Deaf and Hard of Hearing
Ability to effectively communicate and develop strong partnerships with parent groups, community groups, leaders, universities, educational agencies and business partners to advance the school’s strategic plan, implementation and assessment.
Masters Degree in Deaf Education, Special Education, Behavioral/Social Sciences or related field.
Hold or are able to obtain a Massachusetts School Principal License or successful completion of MA-PAL within district approved completion timeline.
PREFERRED
A school leader who is Deaf or hard of hearing who reflects the school student population
Multilingual in ASL, English, and a third language such as Spanish (one of the home languages of the students).
Effective advocate for Deaf and hard of Hearing children at the Local, City, State and Federal level.
Minimum of three years (3) of experience as a teacher of Deaf, hard of hearing, and/or work with Deaf, hard of hearing or special education students in educational settings
Minimum of three (3) years of experience as an administrator in an educational program serving Deaf, hard of hearing, and/or special education students
Post-master’s level graduate studies in Deaf education, leadership/management, behavioral/social sciences, or related field

Purpose: Teach young students subject matter at a preschool/elementary level as assigned and support development of social, emotional, developmentally appropriate skills.

Instructs students in a well-managed and creative classroom based on research-based principles and student data:
Develops learning goals and lesson plans that are appropriate for students, align with content standard and students’ Individual Education Plans (IEPs) and based on individual data;
Makes connections between previously learned content, present content and future content;
Creates and/or selects teaching materials, leaning activities, technology and other materials that are age appropriate, align with students’ needs and support learning content;
Implements diversified learning strategies to meet the individual needs of students;
Promotes development of appropriate personal-social behavior through positive behavior intervention supports (PBIS), participates on preschool PBIS pilot team, classroom routines and consistent expectations;
Creates a climate that promotes equity and safety, including the physical environment;
Establishes and maintains professional rapport with students, drawing from knowledge about individual student’s background and learning styles;
Checks for student understanding periodically during instruction, adjusting instruction and providing clear, substantive feedback to students.

Assesses and monitors student progress:
Creates or uses multiple evaluation strategies within the classroom and during formal assessment periods to determine progress toward the learning standards;
Implements and collects data on individual behavior intervention plans;
Analyzes data from multiple sources to determine students’ strengths and needs, designs learning opportunities, evaluates success of strategies and plans interventions;
Completes grade cards and progress reports each quarter and at interim periods as necessary;
Conducts statewide and district wide testing as necessary.

Uses effective collaboration strategies with colleagues, parents, and LEA representatives:
Uses multiple, dependable and positive communication approaches to build rapport with others and to support student learning;
Prepares IEPs that align with State requirements and share drafts with parents and LEAs ahead of time;
Collaborates with specialists and after school staff to promote consistent application of appropriate strategies;
Conducts parent-teacher conferences in face to face or video/phone conferences that results to promote learning;
Conducts home visits as needed throughout the school year.

Supports the mission of the Early Learning Center:
Enhances public relations;
Stays current of best practices, new requirements, content areas and research in deaf education/education through professional development;
Participates in extra-curricular activities;
Makes required reports to legal authorities;
Attends faculty meetings, school committee meeting and professional development activities;
Participates in own development through application of principles of Ohio’s teacher evaluation system;
Maintains required records and completes required forms;
Reports unsafe situations immediately;
Assures the careful supervision of students in classrooms, playgrounds, school grounds, hallways and on field trips;
Works collaboratively with members of team to ensure the success of the Early Learning Center.