Conduct individual and/or group speech-language therapy as mandated by the IEP process with students utilizing standardized tests, therapist-made tests, curriculum, and any other materials and/or tests deemed necessary. Perform work associated with student therapy such as assemble appropriate materials; monitor student progress in attaining IEP goals; collaborate, as appropriate, with staff to serve students; communicate with parents as needed; and maintain control of students. All requirements as mandated by the State and/or school will be met (e.g., Medicaid). Complete all scheduled reports including, but not limited to, student comprehensive re-evaluations, progress monitoring, IEPs, department reports, and others as assigned by the specified due date in order to maintain current school records. Provide interpretation of evaluations, assessments, and therapy progress/prognoses to parents, students, staff, and other authorized personnel. Participate in IEP/Comprehensive, staff, and student meetings as needed. All requirements as mandated by the State and/or school will be met. Attend agency, instructional, professional, and staff development meetings as required in order to enhance communication, improve skills, and coordinate programs. Participate in other programs and meetings as required to maintain appropriate certification and/or licensure, continue professional growth. Use appropriate communication skills with students, staff, parents, and the public in order to effectively communicate with deaf, hard of hearing, and hearing individuals. Take the initiative to improve American Sign Language and/or English skills to an appropriate level.

MINIMUM REQUIREMENTS:
Master’s Degree Speech/Language Pathology, Kansas Licensure for Speech/Language Therapist, knowledge of educational, social/emotional, and developmental needs of D/HH students; ability to make oral and/or written reports/presentations; basic knowledge of special education law and procedures; ability to apply principles of speech/language pathology with D/HH students; ability to make proper responses to safety/health problems. Represent KSD in a professional and appropriate manner at all times. Awareness of deaf culture, American Sign Language (ASL) is a plus. ASL classes will be offered as part of the work schedule.

Good information here about the job description. 🙂

Sign on Bonus $1,500

Housing resources can be shared

ASL proficiency required

Marie Philip School (MPS) our Pre-K -12+ day school, enrolls nearly 200 deaf and hard of hearing students on our Framingham campus. We are proud of our history as the first school in the United States to have adopted the ASL/English bilingual, bicultural model in a K-12 educational setting. MPS offers a full range of academics, including Honors and Advanced Placement courses, along with vocational training courses as well as intensive classes for students who have learning disabilities or developmental disabilities.

To coordinate and provide services to deaf and hard of hearing infants and toddlers, ages birth through three, and their families/caregivers.

Supervisor: Early Childhood Center Director

Functions and Responsibilities:

Conduct center-based playgroups for deaf and hard of hearing infants and toddlers and their families/caregivers.
Provide home visits to deaf and hard infants and toddlers and their families/caregivers
Provide ongoing education to families/caregivers in the areas of language and communication skills development of deaf and hard of hearing children in regards to American Sign Language and Deaf Culture.
Complete all reports required by the Department of Public Health’s early intervention centers and attend team meetings with agency representatives as requested. Maintain on-going contact and coordination with early intervention providers and review bi-annual reports provided.
Coordinate and participate in intake visits for interested families/caregivers.
Supervise and coordinate billing and related business contracts for EI and PIP related services.
Lead multidisciplinary team meetings with program staff including the Early Childhood Director, PIP teaching staff, speech/language pathologists, the Parent Liaison, and other staff members as needed.
Complete ongoing assessments on children. Write final reports, participate in IEP meetings as requested.
Assist families/caregivers in discussing and planning transitions to appropriate preschool programs.
Participate in outreach and professional development activities including workshops, conferences, task force participation, early intervention center visits.

**May be required to drive students on field trips and/or to mainstreaming classes. Additional driving responsibilities as needed.

**Some lifting may be required when working with young students or students with special needs, however, TLC embraces and celebrates a spirit of inclusion and diversity, and reasonable accommodations and modifications will be made whenever possible. The diversity of our student population may require that some assignments have a heavier physical responsibility due to safety. If the opening for which you are applying will require more strenuous physical activity, the unique needs will be discussed at the time of interview.

*Perform other tasks as assigned by the Department Supervisor.

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

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

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

Requirements
Masters degree in deafness related field preferred.
Ability to be certified as a Deaf Educator through the Department of Public Health Early Intervention program.
Experience working with deaf and hard of hearing infants and toddlers and their families.
Fluency in American Sign Language.

Western Pennsylvania School for the Deaf

JOB DESCRIPTION

1. POSITION TITLE

Chief Financial Officer (CFO)

2. EMPLOYEE STATUS

This position is considered to be an exempt, full-time position.

3. ROLE RELATIONSHIPS

The Chief Financial Officer is responsible to the Chief Executive Officer.

4. DUTIES AND FUNCTIONS

Responsible for the administration of the financial affairs of the School.

Supervises Business Office.

Reviews all contracts entered into by the School to provide services, maintenance, consultation and other professional services.

Prepares funding reports, special reports and projects requested by the Pennsylvania Department of Education.

Interacts with Board of Trustees, prepares oral and written reports as needed; attends meetings of the Board, Finance Committee and Audit Committee.

Prepares Annual Budget and grant budgets.

Approves all requisitions for Capital Expenditures.

Approves all requisitions for Business Office expenditures.

Schedules audits with CPA firm and PDE auditors.

Recommends and implements changes to accounting system.

Investigates costs and changes to fringe benefit programs.

Reports to the Executive Director.

Participates with Finance Committee to manage school’s endowment.

Other duties as assigned by the Executive Director.

5. QUALIFICATIONS

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

Certification of PA Mandated Reporting Training
PA State Police Criminal Clearance (Act 34)
PA Child Abuse History Clearance
FBI Clearance
Act 82

SPECIALIZED TRAINING, EDUCATION OR EXPERIENCE

The CFO must possess a minimum of a Bachelor’s Degree with a background in accounting and fiscal management. He/she must have a firm knowledge of computer accounting systems. This individual should have knowledge and experience of all financial matters related to school administration. For this position a Certified Public Accountant is preferred.

The Sign Language Proficiency Interview level (SLPI) for this position is
“Survival Plus.” The minimum level accepted at hire is “No Functional
Skills.”

A valid driver’s license is required.

6. PHYSICAL DEMANDS

This position may require the following physical demands:
sitting at a desk for extended periods of time
ability to read and attend to computer screens for long periods of time
manual dexterity skills for using office equipment
ability to lift light objects such as reams of paper, stacks of reports, generally
objects 15 pounds or less
frequent bending, stooping, twisting and reaching
walking to and from various school departments
ability to drive a car and/or school vehicles

SUMMARY
The Multi-Tiered System of Support (MTSS) Coordinator assists members of the school community in collecting, interpreting, and communicating meaningful and reliable information from a variety of sources in order to understand and establish and evaluate individual, group, and/or program progress and goals. The MTSS Coordinator is a certified, highly qualified teacher who shows leadership skills, and has expertise in data analysis in order to improve instructional strategies, classroom management skills, and child development for the successful growth of all teachers and students. The MTSS Coordinator also shares the role of District Testing Coordinator of the state and school assessment program with the Student Testing Specialist, and as such, evaluates testing instruments, oversees changes to the testing program, and provides necessary staff training. Work also includes aggregating and disaggregating data, compiling and communicating reports of test data to share with all stakeholders, and coordinating the School’s Accountability Memorandum of Understanding with the Texas Education Agency. The MTSS Coordinator collaborates with department and district-level leadership teams to support student progress related to all relevant student outcomes and performance measures.

ESSENTIAL FUNCTIONS
Serves as TSD’s District Testing Coordinator along with the Student Testing Specialist and will order, compile, monitor, and analyze a variety of testing instruments, including the STAAR, MAP, DESSA, and others as mandated to satisfy district and/or state policies, laws, or guidelines.
Works in collaboration with the Student Testing Specialist to plan, implement, oversee, and review all aspects of the district and state testing plan as well as oversee the district’s assessment action plan.
Assemble data and write the annual academic report for the Texas Education Agency (TEA) in correlation with the established Memorandum of Understanding (MOU) Between TSD and TEA.
Presents an annual review of student performance at the first Governing Board meeting of the year.
Attends all required and relevant training for District Testing Coordinators throughout the year.
Communicates with TEA and other relevant decision-making bodies regarding the assessment needs for Deaf students.
Prepares and conducts written communication and presentations for staff, parents, various boards, and outside agencies, including MAP and STAAR data, SSI (Student Success Initiative) parent letters, and writing annual reports to the District Advisory Committee.
Works with the Student Testing Specialist and other relevant staff to maintain and provide stakeholders with secure and timely access to student assessment information through robust, accurate, and flexible real-time tools (databases, dashboards, etc.).
Assist Principals in analyzing student needs based on assessment and linking those needs to appropriate interventions.
Recommends testing program improvement/changes.
Updates TSD Assessment webpage annually int eh fall, and as needed throughout the year.
Works with the accreditation committee to ensure accreditation tasks have been met or completed.
Collaborates with Strategic Goal Team Chairs to provide data to support the implementation of the five-year strategic plan.
Participates in department, grade-level, and individual meetings to assist teachers/staff in analyzing and using data to determine instructional strategies/approaches consistent with progress toward stated and aligned goals.
Collaborates with principals, supervisors, and other staff to assess program effectiveness, evaluate student proficiency, and establish appropriate grade level improvement plans, including a multi-tiered system of supports (RtI) for Reading/Literacy, Math, and Behavior.

This document in no way states or implies that these are the only duties to be performed by the employee occupying the position.

MINIMUM QUALIFICATIONS
Master Degree in Education, Deaf Education, Special Education or related field
3 years teaching experience or related experience in the field of education
Advanced training in MTSS or equivalent experience
Experience implementing MTSS
Experience with collecting and analyzing data
Experience in leading instructional professional development
Valid Texas teaching certification or the ability to be certified

DESIRABLE QUALIFICATIONS
Five years of teaching experience
Knowledge of Texas state tests/measures of performance (MAP)
Skilled in organization
Skilled communicator
Experience as a Lead Teacher or Instructional Coordinator

SUPERVISES
Student Testing Specialist

SUPERVISOR
Director of Instruction

MILITARY OCCUPATIONAL SPECIALTY (MOS) CODE
None Equivalent

Description of Duties:
Duties include but are not limited to:
• Provide overall administrative leadership within the Georgia Department of Education (GaDOE) State Schools Division of a state-operated school for Deaf and hard-of-hearing students aged 3-21 years with Individualized Education Programs (IEPs);
• Provide leadership in the strategic-planning and implementation process for continuous improvement including implementing an effective leadership system to ensure the school empowers both adults and students to put learning at the center of their daily activities, reduce the variability in the quality of instruction across all classrooms, and cultivate and distribute leadership by developing others to accomplish the group’s purpose while encouraging leadership development across the organization;
• Provide effective coordination and leadership of the instructional program including ensuring a coherent instructional system that plans for and delivers quality instruction and monitors student progress and a supportive learning environment that provides a strong multi-tiered system of supports and a positive and healthy student learning community that yields a healthy school climate and culture;
• Administer human resources function in accordance with established procedures, protocols, and policies and ensuring a professional capacity system that is intentional in locating, developing, and retaining teachers and leaders that are the best fit for the school to achieve its mission (to provide a language-rich, student-centered learning environment through American Sign Language and English for the purpose of empowering students to live independent, fulfilling lives and to become productive, contributing members of society) while reinforcing the effective practice of constant collaboration necessary to improve instructional quality in all classrooms;
• Maintain effective communication with parents/guardians, faculty and staff, community members, local education agencies, other offices/divisions within the GaDOE, and public/private organizations; and
• Manage the school and its resources with an organized, intentional, explicit set of processes routinely used to plan, direct, and monitor the use of available resources (including school budget development, implementation, and monitoring) to effectively support increased student achievement while driving improvement efforts that methodically, intentionally, and effectively improve the school’s major systems, structures, and processes.

Minimum Qualifications:
Master’s degree in education, administration, public administration, or a related administrative field in the area of assignment from an accredited college or university AND L‐5 certification AND seven years of program management experience in an educational setting
Preferred Qualifications:
• American Sign Language (ASL) proficiency at an advanced level to engage in one-on-one, small group, and large group discussions independently without the use of an interpreter
• Eligibility for Georgia teaching certification in Deaf education
• Knowledge of federal and state special education laws and implementing IEPs including transition services per the Individuals with Disabilities Education Act
• Knowledge of Georgia law O.C.G.A § 30-1-5 regarding the creation and operation of the Georgia Commission for the Deaf or Hard of Hearing, including GaDOE implementation responsibilities
• Experience creating, implementing, and monitoring school improvement plans and short-term action plans
• Experience closing the academic achievement gap for students with additional disabilities
• Experience leading, supporting, and monitoring staff in implementing the Georgia Standards of Excellence through standards-based instruction and learning
• Experience implementing Georgia’s Systems of Continuous Improvement framework
• Knowledge of current research and evidence-based teaching practices related to the education of Deaf and hard-of-hearing students (e.g., Bilingual-bicultural programming and Foundations for Literacy)
• Experience implementing Career, Technical, and Agricultural Education (CTAE) programming
• Experience implementing effective school safety planning that incorporates comprehensive, ongoing assessments of the school and community to design a highly customized plan
• Experience using College and Career Ready Performance Index (CCRPI) data to inform and drive school improvement efforts (e.g., student achievement and school climate)
• Experience using Georgia’s formative and summative assessments data, aggregated and disaggregated, to improve student achievement
• Experience leading, guiding, coaching, training, and documenting performance evaluations for staff through the Teacher Keys Effectiveness System and the Leader Keys Effectiveness System
• Experience implementing early intervention programming
• Experience preparing and/or administering a budget
• Experience in program planning, implementation, and evaluation
• Experience applying technology in an educational setting for student and teacher use
• Native/Native-like ASL skills
• Possesses an understanding of Deaf culture
• Strong command of the written English language
• Experience facilitating small and large group meetings
• Experience implementing newly adopted curriculum materials selected by the Central Office and Curriculum Adoption Committee

This position is a 12-month exempt position with primary responsibility for the administration of the academic/vocational departments, curriculum development and the district testing programs. These responsibilities are fulfilled through the supervision of building level academic supervisors, teachers, teacher aides, secretaries and the school librarian. This position reports directly to the Superintendent.

ESSENTIAL FUNCTIONS / KNOWLEDGE / SKILLS
Works with building level administrators to coordinate the development, evaluation and revision of the school curriculum.
Coordinates all activities related to the administration of the performance based teacher evaluation program and the district testing program.
Assists in screening, interviewing and selection of faculty and other personnel as appropriate. The Assistant Superintendent will recommend new hires to the Superintendent.
Directs building level administrators in the yearly scheduling of students and teachers.
Acts as the communication liaison between residential staff and school staff; and works to insure compliance with pertinent state and federal statutes of governing the placement and education of Deaf and Hard of Hearing students.
Supervises and develops a suitable professional development plan, which meets all requirements/standards of the Department of Elementary and Secondary Education. Insures that appropriate in-service activities for new staff are operational within departments supervised.
Counsels/meets with students and/or parents as necessary.
Acts as a coordinator for cost centers’ budgets for the individuals supervised, seeing that funds are properly allotted and expended to provide for the educational, recreational and support needs of students enrolled.
Thorough knowledge of the administrative practices necessary for the smooth day-to-day operation of a residential school for the Deaf and Hard of Hearing children.
Knowledge of child growth and development, especially as it relates to Deaf and Hard of Hearing children.
An ability to direct professional groups in the design of curricula.
Knowledge of effective supervision techniques.
Must meet the required American Sign Language competency level of Advanced.
Ability to communicate effectively in written and a variety of other modes.
Ability to establish and maintain effective and harmonious working relationships with students, staff, parents and others in the local and professional community.
Performs other duties as assigned by the Superintendent.

The incumbent must have the ability to perform the essential functions below either with or without reasonable accommodations.

EDUCATION REQUIRED/PREFERRED
Master’s Degree in the Education of the Deaf or Master’s Degree in School Administration/Supervision with an emphasis on administering programs for the Deaf.
Minimum of five (5) years’ experience as a classroom teacher working with the Deaf and Hard of Hearing.
Three (3) years’ experience in supervision or an administratively related position.

(Other qualifications and experience, which in the opinion of the Commissioner of Education meet the requirements of the position, may be accepted in lieu of the below.)

PRIMARY RESPONSIBILITIES:

*Be an active and supportive member of the administration team.
*Work in partnership with the administration team to provide appropriate programs for all enrolled students.
*Support students’ overall development and the educational programs through coordination and supervision of the related services offered to support students.
*Ensure the school complies with all NYS and Federal regulations.
*Provide direction and support to students, their families, and staff during the enrollment process and transitional periods.
*Develop school partnerships with school districts, communities, and other organizations to help meet identified educational needs.
*Custodian of student records; curate and maintain documentation as required by NYSED.

DESIRED QUALIFICATIONS:
*Master’s Degree in Deaf or Special Education.
*NYS SDL or SBL Certification or be eligible to obtain one.
*In-depth knowledge of Special Education Laws and Regulations.
*Ability and desire to work collaboratively with all stakeholders.
*At least five (5) years of successful teaching experience with Deaf or hard of hearing children or experience in psychology, health, social work and/or school counseling.
*At least three (3) years of successful administrative experience in Deaf *Education/Special Education working at school and/or program for Deaf and hard of hearing students.
*Commitment to work on racial equity, diversity, and inclusion.
*Advanced Rating on the SLPI.

SUMMARY:

Reporting to the Director, the Psychologist provides direct psychological counseling, psychotherapy, psychological assessment, and preventative mental health services to the Counseling and Psychological Services clients; and supervises and participates in the training of Gallaudet graduate students and others in the field of mental health.

PRINCIPAL ACCOUNTABILITIES:
Provides psychotherapy services to students and community clients through individual, group, couples, and family therapy; and conducts initial intake interviews and evaluations.

Provides psychological assessment and diagnostic services to students and community clients; and administers and interprets tests which are used for the purpose of diagnosis of mental disorders and learning disabilities.

Completes clinical and administrative documentation in an accurate, legal, and timely manner.

Supervises Counseling and Psychological Services (CAPS) trainees, including students from Gallaudet’s graduate programs in psychology, counseling, and social work as well as trainees from off campus graduate programs; and assists in the ongoing development of the CAPS training program.

Engages in crisis intervention and prevention; participates in the CAPS’ emergency on-call system; and provides referrals to psychiatrists, hospitals, and other referral agencies as needed.

Maintains close working relationships with other University departments including academic departments and student service departments; guest lectures in academic classes; and provides consultation to staff and faculty in areas of mental health.

Provides consultation for community agencies, parents and other individuals on topics of mental health with deaf individuals; and presents at conferences, workshops and training seminars for community groups.

Plans and implements campus-wide programs, workshops and other activities designed to foster mental health; and participates in workshops, screening events, trainings, paraprofessional programs, and other prevention programs.

Assists in the planning, development, and coordination of local, national, and international mental health workshops, conferences, conventions, and symposia sponsored by CAPS.

Serves as a liaison with campus and external organizations as requested to further the status of the CAPS as a respected mental health program.

Keeps abreast of developments and research in psychological assessment, counseling, mental health issues, educational issues, and other related areas; continues own professional development by participating in continuing education programs; maintains active memberships in professional organizations

Maintains professional license as a psychologist in the District of Columbia.

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.

Performs other related duties as assigned.

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

Doctorate in clinical psychology.
A minimum three years of professional experience in mental health services.
Fluency in American Sign Language.
Preferred Qualifications (While not required, it is an advantage for what the position needs.)

Experience working in a higher education or K-12 setting.
Knowledge, Skills and Abilities (Qualities that will help the incumbent be more successful in the position.)

Knowledge of the educational, psychological, social and vocational implications of deafness.
Knowledge of the effects of deafness as it pertains to the psychological testing of deaf and hard of hearing individuals.
Ability to apply and adapt theories, principles, and practices in assessment and counseling to deaf and hard of hearing individuals.
Ability to work with the range and types of problems encountered in a mental health setting.
Ability to ensure the utmost discretion and confidentiality in all matters.
Demonstrated ability to work with and across University departments, outside constituents and groups.
Demonstrated commitment to valuing diversity and contributing to an inclusive working and learning environment.
Incumbent must register as a Psychologist Associate at the time of hire and within one year of hire obtain a license as a Psychologist in the District of Columbia Ability to apply or adapt theories, principles, and practices in counseling and psychotherapy to deaf and hard of hearing persons.

COMPENSATION:

Level: 10
Salary: Commensurate with experience and qualifications
FLSA: Exempt

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 and concerns about changes in student abilities.
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.