Rochester Institute of Technology
National Technical Institute for the Deaf
ASL & Interpreting Education Department
Faculty Positions Available

The NTID ASL & Interpreting Education department currently has three faculty openings available:

• 5596BR (Non-Tenure Track–Rank: ASL Lecturer)

• 5595BR (Tenure Track–Rank: Assistant or Associate ASL Prof.)

• 5567BR (Non-Tenure Track–Rank: Interpreting Lecturer)

We are seeking individuals who have the ability and interest in contributing to a community committed to student-centeredness; professional development and scholarship; integrity and ethics; respect, diversity and pluralism; innovation and flexibility; and teamwork and collaboration.

Apply online at https://apptrkr.com/2263076; search openings, then Keyword Search BR#.

RIT does not discriminate. RIT is an equal opportunity employer that promotes and values diversity, pluralism, and inclusion. For more information or inquiries, please visit RIT/TitleIX or the U.S. Department of Education at ED.Gov.

BROAD SCOPE OF POSITION:
This position reports to the Director of Outreach Programs, and is responsible for providing standards-based instruction to students in Pre-K through 12th grade who are Deaf / hard-of-hearing and who may have additional disabilities. The services are provided through contracts between the Colorado School for the Deaf and the Blind (CSDB) and school districts and Boards of Cooperative Education Services (BOCES) in the state of Colorado. The teacher utilizes Colorado Academic Standards and benchmarks in establishing instructional goals; and provides assessments that measure whether students meet standards, in a safe and civil school environment. Additional duties include developing and organizing events for students and/or their parents according to the CSDB Strategic Plan.

MAJOR DUTIES AND RESPONSIBILITIES:
Performs work associated with standards-based student instruction: prepares lesson plans, adapts instructional materials, develops input for and presents instructional/learning activities based upon the Individualized Education Program (IEP). Maintains a positive instructional environment utilizing appropriate behavior management strategies, keeps students on task and engaged in learning.
Demonstrates knowledge / skill in the areas of task analysis, assessment, progress monitoring, behavior management, organization / planning, curriculum adaptation, current technology practices, parent relations and teamwork.
Utilizes technology to model, teach and assist students relative to classroom instruction and activities.
Demonstrates knowledge and understanding of services in public school settings for students with hearing loss.
Works as part of the education / assessment team responsible for identifying, developing, implementing, monitoring and evaluating individual objectives for assigned students.
Utilizes appropriate communication skills with a commitment to literacy development for each student.
Understands and supports students’ social-emotional development.
Provides consultation and professional development activities for school staff throughout Colorado, as needed.
Coordinates effectively with other service staff in providing student instruction, supporting school reform efforts, strategic planning, and positively contributing to co-curricular activities.
Positively serves as a team member of Outreach Programs and of the Colorado School for the Deaf and the Blind (CSDB) as a whole. Participates in regular team and departmental meetings, school and instructional meetings as required.
Provides parent consultation; participates in selected parent-focused activities.
Seeks opportunities for and participates in activities related to professional development and training/workshops as appropriate.
Performs other appropriate duties as assigned.

QUALIFICATIONS:
Master’s Degree in Education or closely related field from an accredited college or university, with specialization in Deaf Education
Must hold or be eligible for appropriate educator licensure in the State of Colorado, endorsed as a Special Education Specialist: Deaf/Hard-of-Hearing, or comparable endorsement
Experience teaching / working with children (in an educational environment) who are Deaf / hard-of-hearing.
Preferred: five (5) years successful experience working in public school settings
Proficiency in American Sign Language (ASL) at the Advanced (3+, ASLPI) skill level as demonstrated through an appropriate assessment tool and according to school policy/procedures
KNOWLEDGE, SKILLS, ABILITIES:
Knowledge of and ability to apply current standards-based educational practices associated with students who are Deaf / hard-of-hearing to a variety of settings.
Knowledge of and ability to assess and apply technology to perform the requirements of the position; ability to effectively utilize a variety of computer software applications, which may include but is not limited to e-mail, Internet, word processing, electronic calendar, presentation development, spreadsheet, database, video-conferencing technology, etc.; willingness to stay current and develop skills as needed with or without direct support from CSDB.
Knowledge of and ability to effectively adapt and apply teaching skills, classroom management and lesson preparation to a technology rich environment, which may include but is not limited to on-site classroom, tele-intervention, and multiple distance education technologies and delivery modes; ability to effectively implement technology necessary to model, teach, and assist students relative to classroom instruction and activities.
Ability to establish high standards for what students must know and be able to do.
Knowledge of and ability to apply listening and spoken language strategies within instructional environments.
Ability to communicate effectively with students who are Deaf / hard-of-hearing.
Ability to respond effectively and positively to feedback.
Ability to work cooperatively with others and participate effectively in a team setting.
Strong, positive interpersonal skills and leadership skills.
Ability and willingness to travel (frequently) throughout the state of Colorado.

ESSENTIAL FUNCTIONS/KNOWLEDGE/SKILLS
Administers, interprets, and reports results of diagnostic evaluations to assess speech/language/communication abilities of students who are Deaf or Hard of Hearing including, but not limited to the following: articulation, vocal quality, auditory skills, expressive and receptive language, sign language (ASL), speechreading, pragmatics, and functional communication. Plans and implements therapeutic services through individual and/or group instruction for Deaf and Hard-of-Hearing children with speech/language/communication disorders to meet vocational, instructional, and social demands; observes and tests for progress. Provides intervention for students utilizing Augmentative and Alternative Communication (AAC) modalities including voice output devices; supports school staff in incorporating communication devices into the learning environment .Provides consultation and in-services to MSD staff and Local Educational Agencies. Participates as a member of the IDEA Evaluation and IEP teams in addressing educational speech/language/communication difficulties. Assists with coordination and integration of speech/language/communication services for Deaf and Hard-of-Hearing students across all disciplines as needed. Develops individual diagnostic profiles of student’s expressive and receptive language, which may include voice, articulation, fluency, audition, language, and sign language competencies. Knowledge of speech, language, and hearing tests, test procedures, interpretation, presentations of findings and report writing. Specific skills include selecting assessment procedures that are reliable and valid for students who are Deaf or Hard of Hearing. These assessments need to consider the student’s primary mode of communication and the goal of the specific assessment. Knowledge of normal communication development and the impact of hearing loss on all areas of development. Knowledge of hearing devices and alternative listening devices such as hearing aids, cochlear implants, and FM systems.
Knowledge of evidenced-based, speech/language/communication therapy with a specific focus on effective interventions for Deaf and Hard-of-Hearing children. Ability to diagnose problems and functioning level and provide appropriate therapy. Skilled at establishing trust and rapport with students. Ability to provide appropriate intervention for students utilizing Augmentative and Alternative Communication (AAC) devices.
Ability to support staff in regards to incorporation of AAC devices in the classroom in learning environments. Ability to establish and maintain effective working relationships with students, staff, and parents, and ability to work effectively as one of a team.
Must meet the required American Sign Language competency level of Intermediate within three years of hire date. Performs related duties as assigned.
The incumbent must have the ability to perform the essential functions below either with or without reasonable accommodations.

EDUCATION REQUIRED/PREFERRED
Graduation from an accredited college or university with Master’s degree in the area of speech- language pathology as approved by the Council on Academic Accreditation of the American Speech-Language Hearing Association.
Certificate of Clinical Competence from American Speech-Language-Hearing Association required.
Possession and maintenance of an active certificate from the Board of Healing Arts (Missouri)
Verbal and written communication competencies including fluency in American Sign Language (ASL) and other forms of communication as well as prior experience in working with Deaf and Hard-of-hearing children preferred.
Three years of successful provision of speech/language therapy to children and previous experience in diagnostic procedures preferred.

BROAD SCOPE OF POSITION:
This position reports to the Director of Special Education and provides educationally relevant physical therapy services to students, Preschool through Transition age, with vision, hearing, and/or multiple disabilities.

MAJOR DUTIES AND RESPONSIBILITIES:
Perform work associated with Physical Therapy (PT) to meet the goals and objectives of the student Individualized Education Program (IEP); organize and keep a system of records related to student attendance, student progress and other required information; assess, develop, and implement educationally relevant goals, present lessons or strategies which meet the needs of individuals and groups, and promotes high levels of success; perform PT diagnostic evaluations and make recommendations regarding PT services for student who are Deaf/HH, Blind/VI, and /or multiply disabled sensory impaired students.
Train students and staff in the use of adaptive equipment, including wheelchairs, splints, positioning equipment, and walkers.
Monitor and maintain adaptive equipment, to include working with wheelchair companies, orthotists, and equipment specialists; and, purchase new equipment as appropriate and approved by supervisor.
Select therapy activities to improve gross motor, coordination, balance, and motor planning skills.
Monitor student behavior and activity so that a safe environment is assured.
Demonstrate knowledge / skill in the areas of task analysis, assessment, behavior management, organization, planning, time and resource management, current technology practices, parent relations, staff relations, and teamwork.
Manage reporting requirements for Medicaid documentation, to include activities related to Medicaid billing.
Provide outreach services as assigned, including consultation services regarding PT for students who are Deaf/HH, Blind/VI and/or multiply disabled sensory impaired.
Provide parent consultation; participate in selected parent-focused activities, etc., and provide PT information which includes utilizing appropriate local community resources.
Coordinate effectively with other service staff in providing student instruction, supporting school reform efforts and strategic planning, and positively contributing to extracurricular activities.
Positively serve as a member of the Student Services team and the Colorado School for the Deaf and Blind as a whole; and participate in regular team and departmental meetings, school, and instructional meetings as required.
Consult with students’ off-campus medical teams with questions
Participate in and/or provide activities related to professional development and training/workshops as appropriate.
Work in collaboration as part of the educational assessment team and other related services to support student progress.
Perform other duties as assigned, which may include lunch and/or bus duty.

QUALIFICATIONS:
Bachelor’s or higher degree from a regionally accredited program of Physical Therapy, to include completion of required practicum and internship.
Must hold or be eligible for appropriate educator licensure in the state of Colorado as a special services provider, endorsed as a School Physical Therapist (issued by the Colorado Department of Education).
Must hold a valid Physical Therapy (PT) license, issued by the Colorado Department of Regulatory Agencies (DORA).
Experience working with students in a school setting.
Experience working with students who are Deaf / hard-of-hearing or Blind / low vision preferred.
Proficiency or commitment to work toward proficiency in American Sign Language (ASL) at the Intermediate (2+) skill level as demonstrated through an appropriate assessment tool and according to school policy/procedure.

KNOWLEDGE, SKILLS, ABILITIES:
Ability to plan/implement interventions in an educational model.
Ability to work effectively with a pediatric caseload in a school setting.
Knowledge and experience of Physical Therapy assessment and treatment plans.
Knowledge of and ability to assess and apply technology to perform the requirements of the position; ability to effectively utilize a variety of computer software applications, which may include but is not limited to e-mail, Internet, word processing, electronic calendar, presentation development, spreadsheet, database, special education software, etc.; willingness to stay current and develop skills as needed with or without direct support from CSDB.
Ability to communicate effectively with all audiences, to include children and adults who are Deaf or hard-of-hearing.
Ability to participate effectively in a team setting.
Ability to respond effectively and positively to feedback.
Strong, positive interpersonal skills.
Ability to work cooperatively with others and participate effectively in a team setting.
Maintain CPR / First Aid and Non-violent Crisis Intervention (NCI) certification.

TERMS OF EMPLOYMENT:
Part-time; Scheduled to work 172 days (0.66 fte) during the academic year (as per established school calendar, August-June), based upon work schedule of 33 hours per week and all professional development days.
Annual base salary shall be established pursuant to the Teacher Salary Schedule and based upon appropriate education and experience.
Employment is at-will, with no actual, expressed, or implied contract.

BROAD SCOPE OF POSITION:
This position reports to the Supervisor of Student Life Programs, and is responsible to provide leadership to the After-School Activity Program to foster growth of students who are Deaf/hard-of-hearing, blind/low vision, or who have dual sensory needs. This position ensures collaboration between Student Life Programs and CSDB educational programs to coordinate the school-wide activity / athletic calendars, activity planning and scheduling. This position serves in the official capacity of CSDB Athletic Director (AD).

MAJOR DUTIES AND RESPONSIBILITIES:
Manage the After-School Activity program (to include but not limited to athletics, clubs, recreation, and student organizations) and annual community events; provides direction to assure the safety, health and welfare of students, and to maintain a positive, safe and orderly climate.
Create and schedule intramural, pee wee, open gym, and informal tournament events and activities.
Develop monthly calendars to include athletic and after-school activities, school-wide events, and intramurals.
Coordinate, facilitate, and supervise structured activities for residential students during inclement weather school closures.
Assist with planning for annual events to include but not limited to Spirit Week, Homecoming, and Prom.
Assist with fundraising efforts for athletics and co-curricular events.
Arrange sport schedules and coordinate officials and volunteers for home games.
Attend and assume responsibility for athletic games/concessions/admissions/gym set up and clean up, etc., for all home games and events; complete Event Forms for on-campus events.
Attend away athletic activities and events whenever possible.
Communicate program calendars and information with parents, students, and staff (teachers, coaches, food service, facilities, and transportation).
Report student health concerns and injuries to Athletic Trainer, Student Health, and Supervisor of Student Life Programs.
Plan high school athletic programs two (2) years at a time in relation to Colorado High School Activities Association (CHSAA) / Black Forest League (BFL) and school calendars.
Attend BFL / CHSAA and required meetings as they relate to the Athletic Program.
Attend state, regional, and national meetings (NDIAA), whenever possible.
Assist with CSDB Athletic website to ensure current, accurate content.
Act as tournament manager for all league and tournament playoff activities assigned to the school.
Maintain student-athlete records to include physical examination forms, rosters, eligibility forms, accomplishments and awards, etc.
Maintain complete records for all coaches associated with the Athletic program; ensure maintenance of athletic coach permit, CPR/First Aid certification, NCI certification, Child Abuse Reporting training, and verification of criminal background check.
Collaborate with Supervisor of Student Life Programs to post and fill all coaching positions; responsible to supervise, evaluate, and coordinate the work of coaching staff.
Maintain inventory of all sporting equipment and uniforms.
Maintain professional competence and growth through participation in educational / inservice activities; maintain certification / currency relative to CSDB staff training requirements and as appropriate to position responsibilities (to include CHSAA requirements).
Perform all other related duties as assigned / required.

QUALIFICATIONS:
Bachelor’s degree in Education, Special Education, Physical Education, Recreation / Sports Programming, or a related field from a regionally accredited college or university.
Substitution of Experience for Education may be considered on a year-for-year basis, as follows: experience in activity/recreational/athletic planning may be considered for substitution of the Education requirement. Note: Four (4) full years of the experience indicated will substitute for a Bachelor’s degree.
Two (2) years successful experience coordinating / working in the area of recreation-athletics. PREFERRED: Experience working with children who are deaf/hard-of-hearing and/or blind/low vision.
Proficiency in American Sign Language (ASL) at the Advanced (3+) skill level as demonstrated by an appropriate assessment tool and according to school policy/procedure.

KNOWLEDGE, SKILLS, ABILITIES:
Knowledge of facilities, playing fields, and sporting equipment maintenance
Knowledge of eligibility rules within CHSAA/BFL/CSDB policies, related to athletics and intramural programs
Knowledge of and ability to apply understanding of the academic, social, emotional, and physical needs of children who are Deaf/hard-of-hearing, blind/visually impaired, and/or who have additional disabilities
Knowledge of child development
Knowledge of and ability to assess and apply technology to perform the requirements of the position; ability to effectively utilize a variety of computer software applications, which may include but is not limited to e-mail, Internet, word processing, electronic calendar, presentation development, spreadsheet, database, etc.; willingness to stay current and develop skills as needed with or without direct support from CSDB
Strong organizational skills
Strong, positive interpersonal/leadership skills, and ability to communicate effectively with all audiences
Ability to respond effectively and positively to feedback
Ability to work collaboratively with others and participate effectively in a team setting
Ability to work a flexible schedule to support after-school and athletic activities as needed
Ability and willingness to travel (within and sometimes outside of the state of Colorado) to support the needs and activities of the Athletic Program

Western Pennsylvania School for the Deaf
Job Description

1. POSITION TITLE

Teacher of the Deaf

2. EMPLOYEE STATUS

This position is considered to be a full-time, exempt, 187-day position.

3. ROLE RELATIONSHIPS

Reports to the Principal

4. DUTIES AND FUNCTIONS

At WPSD teachers of the deaf work with children between the ages of 3 and 21. Teachers are responsible for instructional programming in academics, language development and communication, in addition to guiding students toward healthy social, emotional and vocational adjustment.

Generally teachers of the deaf:

a. Plan, prepare and present lessons of appropriate academic work to their students.

b. Use appropriate communication techniques to assure clarity and accuracy of conveyed information.

c. Work with their department directors in guiding parents toward identifying their child’s strengths and weaknesses and in programming for them accordingly through the IEP process.

d. Attend in-service meetings and departmental meetings to participate in decision making, to maintain current knowledge in the field, and to gain understanding of new techniques and methodologies in education.

e. Participate in curriculum development and curriculum revision projects.

Job Description
Teacher of the Deaf
Page 2

f. Maintains records of grades, achievement and discipline according to the needs of each assigned students.

g. Collaborates with other teachers to assure appropriate and dynamic programming for all students.

h. Attend in-service meetings and departmental meetings.

i. Work on extracurricular committees or projects and perform related work assignments as needed.

j. Other duties as assigned.

5. QUALIFICATIONS

a. CERTIFICATE REQUIRED:
(Clearances must be maintained every five years by the employee).

PA Instructional I or Instructional II Certification in Hearing Impaired
Certification of PA Mandated Reporting Training
PA State Police Criminal Clearance (Act 34)
PA Child Abuse History Clearance (Act 151)
FBI Clearance

b. SPECIALIZED TRAINING, EDUCATION OR EXPERIENCE:

Teachers of the Deaf are preferred to enter at a master’s level with some experience. The minimum requirement for this position is a bachelor’s level degree with certification in Hearing Impaired.

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.

Job Description
Teacher of the Deaf
Page 3

6. PHYSICAL DEMANDS

This position may require the following physical demands:

– sitting, standing, walking, frequent bending, crouching, reaching, stooping, kneeling, crawling
– lifting and moving of lighter objects such as books, chairs, student desks
– attend to needs of students
– may require lifting or helping to lift students
– ability to assist in physical restraint of students as per CPI requirements.
– manual dexterity skills for using office equipment
– ability to read and attend to computer screens for long periods of time
– ability to assist in physical restraint of students as per CPI requirements.

Western Pennsylvania School for the Deaf

JOB DESCRIPTION

1. POSITION TITLE

Children’s Center & Elementary School Counselor (7:50 AM-3:10 PM M-Th, 7:50 AM-2:00 F)

2. EMPLOYEE STATUS

This position is considered to be an exempt, 187-day position.

3. ROLE RELATIONSHIPS

This position reports to the Director of Counseling and Evaluation.

4. DUTIES AND FUNCTIONS

a) Coordinates the design, implementation, and monitoring of behavioral intervention plans to meet the needs of the students. Leads the implementation of the Positive Behavioral Interventions and Supports (PBIS)

b) Participates in interdisciplinary team meetings, individual dormitory meetings, parent conferences, academic teachers’ meetings, IEP meetings, and others as needed.

c) Provides individual and group counseling to students when appropriate.

d) Monitors students’ performance and behavior through data collection, provision and documentation of appropriate interventions and makes recommendations to the classroom teachers, residential supervisors and the interdisciplinary team.

e) Provides training and consultation to academic and residential staff as it pertains to behavior management, social-emotional and intellectual development of the child and adolescent, effective techniques for communicating with parents, various intervention techniques, and other related areas.

f) Assists in crisis intervention as needed, document and ensure proper follow up occurs.

Job Description
School Counselor
Page 2

g) Might provide counseling services to deaf and hard-of-hearing children at local Intermediate Unit programs.

h) Maintains family contact as needed.

i) Provides in-service training to staff as needed.

j) Travel and consultation with Edinboro Preschool required as needed.

k) Other duties as assigned by the Director.

5. QUALIFICATIONS

a. CERTIFICATE(S) REQUIRED
(Clearances must be maintained every five years by the employee).

PDE Certification in School Counseling or School Psychology (preferred or working toward certification)
Certification of PA Mandated Reporting Training
PA State Police Criminal Clearance (Act 34)
PA Child Abuse Clearance (Act 151)
FBI Clearance
Act 82

b. SPECIALIZED TRAINING, EDUCATION OR EXPERIENCE:

The individual must complete a program of education which includes a Master’s degree in psychology or counseling.

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

Job Description
School Counselor
Page 3

6. KNOWLEDGE, SKILLS, AND ABILITIES

a. Knowledge of hearing impaired.
b. Knowledge of DOE exceptional student evaluation and programming for exceptionalities.
c. Ability to design, implement and monitor behavioral intervention plans for hearing-impaired students.
d. Ability to provide individual counseling for students.
e. Ability to provide training and consultation to staff regarding behavioral management.

7. PHYSICAL DEMANDS

This position may require the following physical demands:
– sitting, standing, walking, frequent bending, crouching, reaching, stooping,
kneeling, crawling
– lifting and moving of lighter objects such as books, chairs, student desks
– attend to 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
– ability to assist in physical restraint of students as per CPI requirements.

Western Pennsylvania School for the Deaf

JOB DESCRIPTION

1. POSITION TITLE

American Sign Language Teacher

2. EMPLOYEE STATUS

This position is considered to be a full time, 187 day, exempt position.

3. ROLE RELATIONSHIPS

This position reports to the Principal.

4. DUTIES AND FUNCTIONS

a. Assist in the investigation and identification of an evaluation method for the
ASL/English program assessing progress and gains.

b. Work with the Principal to survey current program and develop
or adopt formal ASL/English curriculum.

c. Assist in evaluating the expressive and receptive ASL skills of students.

d. Tutor new students in ASL development as necessary.

e. Assist in classrooms as mentor for ASL support of deaf students.

f. Provide weekly story telling sessions with Children’s Center and Elementary classes as assigned by the Principal.

g. With the Principal, create story-telling videos to share with families.

h. Provide instructional support for specific lessons related to ASL.

i. Assist with Sign Language Proficiency Interviews (SLPI) and ratings.

j. Assist in planning and implementation of professional development for WPSD staff.

k. Assume any other job responsibilities as assigned by the Principal.

Job Description
ASL Teacher
Page 2

5. QUALIFICATIONS

a. CERTIFICATE(S) REQUIRED
(Clearances must be maintained every five years by the employee).

PA Instructional I or Instructional II Certification in Hearing Impaired
or ASL Certification
Certification of PA Mandated Reporting Training
PA State Police Criminal Clearance (Act 34)
PA Child Abuse History Clearance (Act 151)
FBI Clearance
Act 82
ASLTA preferred

b. SPECIALIZED TRAINING, EDUCATION OR EXPERIENCE:

A Teacher of the Deaf with a background in ASL or a person with an ASL degree willing to work towards Teacher of the Deaf certification at the master’s level is preferred. The minimum requirement for this position is a bachelor’s level degree with certification in Hearing Impaired or ASL.

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

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

6. PHYSICAL DEMANDS

This position may require the following physical demands:
– sitting, standing, walking, frequent bending, crouching, reaching, stooping,
kneeling, crawling
– lifting and moving of lighter objects such as books, chairs, student desks
– attend to 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
– ability to assist in physical restraint of students as per CPI requirements.

The Department of Public Instruction (DPI) is committed to ensuring every child graduates ready for further education and the workforce. We must align our efforts so students are learning the skills and knowledge necessary to become contributing members of our communities. To build on our long-standing commitment to public education, we strive to recruit and retain quality employees who are willing to talk openly and commit to helping us increase the diversity of our organization. Our employees are vital to the success of our students, schools and communities. For more information about DPI, please go to http://www.dpi.wi.gov/.

The Department of Public Instruction, Wisconsin School for the Deaf (WSD) is currently seeking a full-time Principal. This position is located at 309 West Walworth Avenue, Delavan. WSD operates a residential school for children ages three to twenty-one with deafness, hard of hearing and/or multiple disabilities. The school provides academic and career education on site. The school offers instructional and technical assistance, teaching materials and evaluations of pupils to local school districts and agencies.

Position Summary
This position will lead, direct, coordinate, and supervise the special education, student services and related services provided at the WSD and in the Students Transitioning into Employment Programs (STEP) up to the age of 21. Responsibilities include directing all aspects of WSD and the STEP programs including attendance, academics, discipline procedures, guidance services, and school safety and assuring compliance with laws, codes, and regulations related to Special Education. This position also oversees management of the day to day operations of the school and supervision of the school and STEP teachers, education assistants, pupil services staff and WSD interpreters.

Reporting to the LSD Director.
Two available positions for Assistant Principals (Elementary and Middle School/High School/CTE)

Qualifications
2+ years of teaching experience, preferably working with students from similar backgrounds to LSD students.
Master’s Degree required.
Leadership certification required.
Sign Language Proficiency – Advanced level required.
Minimum of three (3) or more years in a leadership capacity.
Experience working with Deaf and special needs students.
Experience in Deaf Education, preferred
Effective rating measured using the Compass observation and goal setting cycle and tools, which includes measures of vision and goal setting, safe and orderly climate, collaboration, professional growth, observation and feedback, teacher instruction, and assessment.