Under general supervision, is responsible for inventory management (in-use and surplus state property), records management, and procurement work of average difficulty; performs related work as required. Distinguishing Features: An employee in this class is responsible for purchasing, issuing, storing materials, supplies, and equipment at an institution as well as inventory and records management review and tracking.

Qualifications:
• Education and Experience: Graduation from an accredited college or university with a bachelor’s degree. OR Graduation from an accredited college with an associate degree and two years of increasingly responsible procurement related work. OR Education equivalent to graduation from a standard high school and four years of increasingly responsible procurement related work.
• Advanced knowledge of Microsoft applications and/or inventory management software required.
• Knowledge of maintenance parts and inventory preferred.
• SLPI rating level of survival preferred.

Essential Duties and Responsibilities:

• Evaluating Information to Determine Compliance with Standards: Analyzes all purchases to ensure they meet all departmental, state, and federal guidelines and justifies purchases through documentation.
• Guiding, Directing, and Motivating Subordinates: Directs the work of clerical and other staff as assigned.
• Interacting with Computers: Purchases all supplies, equipment, and services for the school by preparing requisitions, purchase orders, and receipts. Screens all requisitions and purchases orders for accuracy and proper justification and approvals. Enters and maintains Agency Term Contracts when required by the Central Procurement Office, writes product specifications for use in bidding competitively with vendors for supplies, equipment, and services. Serves as a liaison between the agency, Central Procurement Office, and vendors for procuring and/or amending contracts. Conducts research in order to locate vendors and make product comparisons. Proficiently uses Microsoft Office applications and inventory management software to document orders and communicate with others.
• Resolving Conflicts and Negotiating with Others: Communicates with vendors and staff to resolve discrepancies, disputes, and grievances.
• Making Decisions and Solving Problems: Locates or identifies ordering errors and chooses the best solution to address the issue.
• Monitor Processes, Materials, or Surroundings: Prepares service contracts and screens purchase orders for accuracy and proper justification. Receives supplies and follows up on late shipments with suppliers to determine causes.
• Analyzing Data or Information: Analyzes all purchases to find more cost efficient options.
• Communicating with Persons outside the Organization: Contacts vendors for required information, documentation, and procedures and serves as a liaison between the department, General Services, and vendors. Contacts vendors to solicit bids for purchases of supplies and equipment.
• Monitoring and Controlling Resources: Communicates with the fiscal division for accounting purposes and maintains purchase records for inventory control.
• Documenting/Recording Information: Maintains current information on all state issued items. Enters information into state database, TDOE database and TSD databases to meet the needs of daily operations. Stores and modifies any information with state tagged assets, TDOE assets and TSD assets. Documents any discrepancies concerning state tagged equipment. Prepares a variety of records and reports such as letters to vendors, purchase orders, service contracts, and other operating records and reports. Maintains current and accurate inventories of supplies and equipment to ensure the best use of state resources and tags state property as needed.
• Processing Information: Processes changes in electronic database including but not limited to location changes, serial numbers, property tag numbers and model numbers of equipment. Complies information to prepare a variety of records and reports that pertain to state inventory objectives.
• Getting Information: Obtains information to ensure effective control of property and all procedures are followed according to policy, procedure and guidelines. Receives information from various sources to tag new purchases or relocate current property. Receives information from supervisor concerning performance goals and objectives.
• Scheduling Work and Activities: Prioritizes and follows through on assigned tasks to ensure the highest priority is completed first.
• Updating and Using Relevant Knowledge: Monitors all contract periods for updates and expirations in order to ensure correct procedures are followed. Monitors agency term contracts so as to have a new requisition in place to ensure continuity of goods and services. Keeps updated on policy changes and revisions as they occur. Researches catalogs, the internet, and trade magazines for product specifications and price information in order to best allocate state resources.
• Establishing and Maintaining Interpersonal Relationships: Establishes good working relationships and rapport with vendors.
• Communicating with Supervisors, Peers, or Subordinates: Continually communicates with staff throughout the state to ensure all areas of the procurement process are accurate and completed. Attends trainings and meetings regularly in order to meet area goals.
• Handling and Moving Objects: Reviews orders and may be involved in the physical receiving of purchased items in order to ensure accuracy and condition of the shipment.
• Performing General Physical Activities: May be required to walk, stoop, and lift supplies and carry to destination.
• Operating Vehicles, Mechanized Devices, or Equipment: Operates forklifts to relocate property and materials. Operates vehicles to complete daily tasks.

SUMMARY:

Serves as Data Management and Accreditation Specialist for data integration for the Office of Accreditation and Certification; provides general system configuration to meet University and Council for the Accreditation of Educator Preparation (CAEP) assessment needs; manages Tk20 (by Watermark) data integration system, coordinates communication between Watermark software platform and other campus systems (including PeopleSoft) regarding CAEP assessment system data manipulation; trains faculty, students, off-campus school personnel, and staff in data management related to assessment and accreditation; completes CAEP annual report, Title II report, American Association of College Teacher Educators (AACTE) report and other required reports for director’s approval; responds to licensing/certification requests and inquiries; and provides support to the director related to MSCHE-related requirements.

PRINCIPAL ACCOUNTABILITIES:

Updates information in Tk20, i.e. forms, artifacts, connecting standards to forms/artifacts/applications, field experience binder and placement templates, time log templates, surveys, etc.

Consults with faculty/staff to determine the best tools within Tk20 to use and provides recommendations on the best forms that address their needs; and creates/develops forms for these programs including those of CAEP- or Specialized Professional Association (SPA)-specific requests.

Meets with Program Directors to set up Field Experience Binders, Portfolios, Time Logs, etc.; and develops and creates field experience binders, surveys, timelogs, applications, and portfolios as needed.

Trains placement coordinators in setting up student placements for internship/practicum; enters cooperating site information (site name, address, etc.); and creates accounts for site staff/supervisors (s); and enters internship information.

Assists departments with technological concerns in forging strategy and implementation of an integrated assessment data management system plan.

Manages user accounts by changing roles and privileges; disk space allocation; and resets passwords as needed.

Trains faculty, students, and staff on the functionalities of the data system including training faculty and staff on how to set up an assignment using the assessments for their courses(s), training students on creating and attaching artifacts and applications, submitting assignments, binders, portfolios, training staff, placement and program directors on accessing/running reports, and placing students, sending out binders, and developing written instructions/training for users (site staff/supervisors, placement coordinators, program directors, students, etc.).

Supports faculty and students on their ongoing needs and issues.

Works with faculty and administrators to identify reporting needs and then collaborates with Tk20 to generate reports, including the preparation of artifacts/evidence for program accreditation reports and self-studies; and trains faculty and administrators to run reports as needed.

Communicates with the IT, SIS, and ETS groups for import of data and dealing with data integration system on a regular basis, including Praxis scores.

Maintains data integration system email accounts for technical support for everyone, including but not limited to: account setup and maintenance; and guidance/training (via any format, i.e., email, face-to-face, phone).

Develops and maintains knowledge and skills regarding CAEP Assessment system requirements and the capabilities of the data integration system from faculty’s, students’, and field supervisors’ perspectives and use of data integration system.

Completes CAEP Annual, Title II, AACTE reports, and related reports for Director’s review and approval.

Responds to licensure and certification requests and inquiries; and verifies and prepares applications for Certification Officer’s authorization.

Supports the Director/Accreditation Liaison Officer in collection and preparation of documents related to MSCHE accreditation, including but not limited to assisting in preparing documents and evidence for the MSCHE self-study, and collecting and reviewing syllabi.

Enhances professional growth and development through participation in education programs, current literature, in-service meetings, and workshops.

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

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

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

Performs other related duties, as assigned.

SPECIFICATIONS:

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

Bachelor’s degree.
A minimum two years of experience with data management or related experience.
Paraprofessional experience will be considered (pro-rated).
Fluency in American Sign Language.

Preferred Qualifications (While not required, it is an advantage for what the position needs.):

Experience working with online systems and applications.

Knowledge, Skills and Abilities (Qualities that will help the incumbent be more successful in the position.):

Knowledge of accreditation and general assessment practices.
Data management, research, and strong writing skills.
Proficient with managing data using Microsoft Excel.
Knowledge of compliance and reports needed for federal, state and professional agencies.
Ability to use a variety of software programs (i.e., MS Word, Excel) and familiarity with management information systems (e.g., Peoplesoft and Tk20).
Excellent organizational, communication, and interpersonal skills.
Ability to train users, and to communicate effectively with a large variety of users.

COMPENSATION:

Level: 7
Salary: Commensurate with experience and qualifications
FLSA: Exempt

Description
The Superintendent of Marie Philip School is the top executive of the school and serves in a leadership, administration, and management role. The superintendent visions and implements the culture and mission of the school by making day-to-day decisions about educational programs, spending, staff, and facilities. The Superintendent works as a member of the Executive Leadership Team at The Learning Center for the Deaf to set the vision, goals and objectives for the school in the context of the broader organization and educational landscape, and then sees to it that the goals are achieved.

The Superintendent oversees the delivery of ASL-centric, educational services to all students in Marie Philip School, ensuring adherence to The Learning Center educational philosophy, organizational mission, and anti-bias education commitments. The Superintendent leads the Educational Leadership team in their service delivery and program development efforts and serves as an active member of The Learning Center Executive Leadership team and is the educational liaison for the state Department of Elementary and Secondary Education.

Education Leadership

Academic Leadership
Serve as the executive educational leader of the school, setting vision for curriculum from a critical lens, instruction, and equity for a highly diverse student population in the dynamic and changing landscape of Deaf Education; ensure that the mission and goals of the school are reflected in its educational program, policies and practices, and operations.

Lead educational strategic planning and self-study processes to fulfill accreditation requirements and prepare MPS to thrive in dynamic and changing environment.

Serve as key education leader at organization advising on current curricular and educational trends and practices, as well as current and emerging legislation impacting the school; Analyze survey data, regulatory information, and data on demographic and employment trends to forecast enrollment patterns and curriculum changes needs; Keep current with educational trends and

school management developments by attending conferences and other professional development activities; anticipate application to future decision making and program planning.

Guide strategic planning and resource allocation for the school; contribute to strategic planning and resource allocation for the organization as a whole.

Set vision and expectation for strong culture of family and community engagement, ensuring commitment to equity and inclusion for all students and families.

Serve on executive leadership team of multi-service organization; foster strategic alliances among programs to contribute to overall growth of organization.

Administration & Supervision
Provide a leadership structure to ensure school employees and students are treated equitably and in compliance with organizational policies and state and federal requirements; establish procedures to ensure all administrative decisions necessary to the proper functioning of the school district are made.

Set or recommend educational standards and goals, including the minimum goal of maintaining accreditation by NEASC and CEASD, and recommend and implement policies and procedures to carry them out.

Supervise the principals and Director of Curriculum and Instruction to ensure meaningful progress toward goals and ensure that the requirements of all IEPs are being met.

Brainstorm with instructional leaders in bringing together varied entities to collaborate and implement culturally responsive instructional strategies that support teaching and learning.

Act on your own discretion if emergency action is necessary in any matter not covered by policy, report such action to the Executive Team as soon as practicable, and recommend policy in order to provide guidance in the future.

Ensure the timely completion of all reports and forms required by the Department of Elementary and Secondary Education and other governmental agencies.

Maintain, directly or through delegation such personnel, student, business, and other records that are required by law or by policy. Serve as the custodian for school records.

Maintain confidentiality of information concerning staff, students, and parents in accordance with law.

Present recommendations for the adoption or revision of policies, communicate policies to the personnel, students, and the public, and ensure, through delegation to staff, that all policies are implemented.

Curriculum and Instruction
Administer, as chief school academic officer, the development and maintenance of a positive educational program designed to meet the needs of all students.

Review and approve new programs; recommend modifications to existing programs, submitting program proposals for approval as necessary.

Lead the vision for instructional leadership and instructional staff with professional development and effective use of culturally responsive existing and emerging strategies.

Lead vision and planning for trauma-informed and inclusive curriculum and instruction, including use of instructional technology in school and at home.

Family and Community Engagement
Lead relationship building with parents, plan and delegate implementation of strategic engagement with parents, families, and the broader community to promote positive relations and strong engagement in student learning; lead or delegate leadership of committees of specialists, volunteers, and staff to provide technical and advisory assistance.

Represent MPS before the public and establish and maintain a program of public relations, in coordination with the Advancement Team, to keep the public well-informed of the programs and activities, policies and practices, and needs and successes of the school, so as to promote a positive relationship between MPS and the community.

Develop school partnerships with businesses, communities, and other organizations to help meet identified educational needs and to provide school-to-work programs.

Promote effective communication through presenting, writing, and publication. ie the creation and maintenance of blogs, video content, newsletters, leading professional development or meetings, interviews with local media, presentations at conferences or parent meetings, and the creation of documentation.

Maintain open lines of communication and cooperative working relationships with government agencies. When appropriate, attend meetings of other government agencies to advance the interests of the MPS.

Personnel Administration
Work directly with Human Resources Team to establish parameters for recruiting and interviewing prospective employees. Recruit and hire or recommend for hiring the best qualified and most competent persons for positions within parameters of budget.

Direct, supervise and evaluate the educational administrative staff and direct reports; Conduct staff observations and evaluations and assure that observations and evaluations are completed

by others who are delegated such duties. Implement improvement or corrective action plans when needed; Recommend the promotion, salary changes, demotion, or dismissal of employees; Where such are within the authority delegated to the Superintendent, take such actions with employees and report all actions to human resources.

Recommend and implement the school’s professional development plan and staff training, ensuring that trauma-informed practice and racial equity is prioritized. .

Hold meetings of education leaders, teachers and other employees for the discussion of matters concerning the improvement and welfare of the school.

Develop and maintain a positive and professional working relationship with the staff and students.

Management of Finances
Fiscal Planning: Conduct fiscal planning or direct such to be completed, to include forecasting anticipated revenue, expenditures, and needs to ensure sound financial operations and no unexpected budget deficits.

Budgeting: Recommend budget priorities and the allocation of sufficient funds for each school program. Prepare the annual budget for CEO approval.

Grants and Fundraising: In collaboration with the Advancement Office, support fundraising and grant proposal development for school operations and special initiatives; determine priority needs for budget and programs; facilitate planning among education team to identify opportunities for additional funding through fundraising and grants.

Accounting: In collaboration with the Finance Department, ensure funds are spent prudently by providing adequate control and accounting of the school’s financial and physical resources and the development and implementation of sound business practices consistent with TLC policies.

Purchasing and Contracting: Initiate and delegate the purchase of equipment, materials and supplies within the annual budget or as directed, using the TLC purchasing process and, additionally, bidding procedures where required.

Professional Services: Manage the use of legal and other professional services as needed.

Information Technology and Property and Facilities Management
Ensure process for student record maintenance and storage is secure and compliant with FERPA; oversee leadership of student record systems.

Ensure that a current inventory of textbooks, library books, equipment, technology and supplies is maintained by those responsible to do so.

Direct/delegate school maintenance services and the use of school facilities.

Ensure adherence to codes and facility safety, security, and maintenance including implementing fire, lockdown and other drills as required by law and policy; provide suitable instructions and regulations for staff to govern the use and care of school properties.

Recommend the sale or disposal of property no longer required by the school and delegate the proper execution of such sale or disposal through staff and advisors.

Make recommendations with reference to improvements, alterations, and changes in the buildings and equipment to meet the needs of the school, as well as short and long-range facility needs.

Delegate the coordination of food services contracts and ensure compliance.

*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
Deaf and Fluent in American Sign Language
Master’s Degree in Deaf Education, Education, or related field
A minimum of 5 years of experience working in a school or program for deaf and hard of hearing students
A minimum of 3 years instructional leadership experience (preferably in a school or program for deaf and hard of hearing students)
Demonstrated understanding of culturally responsive instruction and equity in schools
Eagerness to fully commit to work related to racial equity, diversity, and inclusion
Demonstrated leadership abilities and personal characteristics for working effectively with diverse body of students, teachers, other professionals and parents
Strong written English skills
Flexible visionary who is able to make decisions boldly
Demonstrate initiative and perseverance when completing tasks
Effective communicator, active listener and respectful people manager
Exhibit effective cross-cultural communication skills
Ability to manage conflict to move individuals and groups toward positive change
Coaching and mentoring experience with the ability to empower and advocate

JOB DESCRIPTION
The applicant must have the ability to perform the essential functions below either with or without reasonable accommodation.This person is responsible, under the direction of the Assistant Commissioner of the Office of Special Education, the Commissioner, and State Board of Education, for planning, directing and coordinating the academic, vocational, and extracurricular programs and outreach services offered by the state school for the Deaf. The position requires that the Superintendent reside within proximity of the school in facilities furnished by the state.

Supervises and provides leadership to Missouri School for the Deaf (MSD) staff in the development, execution and evaluation of a systemic plan to educate students and accelerate improvement of student outcomes, meet residential responsibilities, and improve outreach outcomes for Deaf or Hard of Hearing students and their families.

Administers a program for staff development and educator evaluation consistent with state standards and requirements and aligned to the systemic plan.

Recruits and recommends all personnel for employment to the State Board of Education.

Coordinates development of the annual operating budget with the Division of Financial and Administrative Services and the Office of Special Education.

Coordinates, plans and directs meetings of MSD Board of Advisors.

Works and communicates effectively with parents and patrons, including individual parent contacts and groups such as MSD Parents Organization.

Promotes and coordinates public relations programs designed to acquaint the general public with MSD.

Follows all policies, rules, and regulations adopted by the Board and makes decisions consistent with Board policies.

Assures compliance with all federal and state regulations governing MSD.

Coordinates the care and maintenance of buildings and grounds with the Office of Administration, Division of Facilities Management.

ADDITIONAL RESPONSIBILITIES
Assumes other duties as assigned by the Assistant Commissioner or Commissioner of Education.

PREREQUISITES FOR THE JOB
Knowledge of effective teaching and learning practices.

Knowledge of the development, abilities and unique psychology of students who are deaf or hard of hearing.

Knowledge of Missouri’s Learning Standards and Educator Standards.

Knowledge of organization and administration in the area of special education.

Knowledge of and ability to effectively implement collaborative data teams focused on using formative assessments to guide the use of effective teaching and learning practices.

Ability to organize and analyze data as part of a focused strategic planning and implementation process.

Ability to organize, supervise, and coordinate the activities of a professional staff.

Ability to communicate effectively in writing, American Sign Language (ASL) at the advanced or higher level and a variety of other modes.

Ability to work under supervision as well as to assume leadership responsibilities.

Ability to apply effective fiscal and human resource policies and practices.

EDUCATION REQUIRED
A Master’s Degree from an accredited college or university in education of deaf and hard of hearing, special education, school administration and supervision, or a related field.

Three years successful experience as an administrator of programs for students who are deaf or hard of hearing and/or school administration and supervision.

Missouri certification in school administration or special education administration.

PERSONAL CHARACTERISTICS PREFERRED
Comfortable performing multifaceted projects in conjunction with day-to-day activities.
Results oriented.

Excellent interpersonal abilities. Ability to get along with diverse personalities, tactful, and flexible.

Good reasoning abilities and sound judgment.

Good communication skills.

Resourceful and well organized.

Ability to establish credibility, be decisive, and recognize, adapt to and support the organization’s priorities.

Service oriented, but assertive/persuasive.

COMPUTER SKILLS
Proficient in Microsoft Office products including Microsoft Outlook.

REQUIRED TRAVEL
This position is required to drive occasionally to attend meetings in other locations.

(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 above.)

EQUAL OPPORTUNITY AND AFFIRMATIVE ACTION EMPLOYER
Missouri Department of Elementary and Secondary Education is an Equal Opportunity Employer. If you have special needs addressed by the Americans with Disabilities Act (ADA), please contact Human Resources at (573) 751-9619, through Missouri Relay System at (800) 735-2966, or via email at [email protected].
To Our Applicants with Disabilities:For assistance with any phase of the Department process, please notify the Director of Human Resources at (573) 751-9619. Reasonable attempts will be made to accommodate special needs.
Relay Missouri service (800) 735-2966.

STATE TAX REQUIREMENT
State law now requires all employees to pay their state taxes in a timely manner as a condition of employment. Each year the Department of Revenue will determine if any state employees are delinquent in paying their state taxes for the prior tax year. Employees who are delinquent will be notified and given sufficient time to resolve their state tax liability. Employees who fail to meet this requirement will be terminated. (Authority: Section 105.262, RSMo.)

NOTICE OF NON-DISCRIMINATION
The Department of Elementary and Secondary Education does not discriminate on the basis of race, color, religion, gender, gender identity, sexual orientation, national origin, age, veteran status, mental or physical disability, or any other basis prohibited by statute in its programs and activities. Inquiries related to department programs and to the location of services, activities, and facilities that are accessible by persons with disabilities may be directed to the Jefferson State Office Building, Director of Civil Rights Compliance and MOA Coordinator (Title VI/Title VII/Title IX/504/ADA/ADAAA/Age Act/GINA/USDA Title VI), 5th Floor, 205 Jefferson Street, P.O. Box 480, Jefferson City, MO 65102-0480; telephone number 573-526-4757 or TTY 800-735-2966; email [email protected]

The Center on Deafness (COD), located in Northbrook, Illinois, is seeking an experienced administrator to serve as its Executive Director. The Center on Deafness was founded in 1976 and is accredited by the Joint Commission of Healthcare Organizations (JCAHO). The Center offers a full continuum of services to adults and children who are deaf and have additional disabilities of significant developmental delay and/or mental illness. The Center operates a private day school under the regulations of the Illinois State Board of Education and funding is through tuition to local public school districts. Adult services include community day programming and residential services. All adult clients receive 24/7 programming through the Center. Adult services are regulated and funded by the Illinois Department of Human Services (IDHS).
Candidates should have experience in a key administration capacity. Candidates should possess or be eligible to obtain the General Administrative Certification through the Illinois State Board of Education.
The position is full time with a starting date of September 1, 2021. Salary will be commensurate with experience.
Resumes should be submitted to Dr. Bonita Simon via regular mail or email at [email protected]. no later than May 15, 2021.
The Center on Deafness is a nondiscriminatory and an Equal Opportunity Employer.

Monitor the students’ whereabouts, know where assigned students are at all times, and check on them regularly; follow discipline procedures in a positive manner consistent with school and dorm policy; communicate in an effective and appropriate manner as often as necessary with students, parents, KSD staff, and supervisors; supervise students to provide for their safety, health, and well-being; teach students daily living skills and motivate students to achieve the highest possible level of independence; perform other related duties as assigned.

Teach students at the appropriate level utilizing state and local assessments, state standards, curriculum guides, and any other materials/tests deemed necessary. Perform work associated with student instruction; prepares lesson plans and appropriate classroom materials, direct and monitor student progress in attaining IEP goals, maintain classroom control, begin and end class in a timely manner, keep students on task, and supervise students outside of instructional time. Use appropriate communication skills with students, staff, and public as determined by the ASL/English evaluation. Complete and turn in to the designated person; all student evaluation reports, lesson plans, sub plans, I.E.P.’s, comprehensive evaluations, grade cards, and other written reports as assigned by the due date. Maintain current school records as mandated by the State.

Essential Duties and Responsibilities: These are not exclusive or all-inclusive. Other duties may be required and assigned.
• Administer and monitor, but not limited to, all aspects of the ESSA and IDEA budget
• Prepare and submit the annual project and budget for each program
• Prepare and submit all Federal and State reports related to each program
• Remain current on laws and requirements regarding each program and meet with related staff to interpret and implement regulations
• Prepare all purchasing documents. Work with the business office to maintain an up-to-date spending plan
• Maintain a current property inventory for each program. Includes receiving, tagging, and distributing equipment
• Facilitate the integration of the federal programs and IDEA monies with other instructional programs and services
• Prepare all required reports and maintain all federal appropriate records
• Work with the director of instruction or other administration of the effects of current federal programs spending
• Participate in the drafting of project proposals and reports, including the writing and development of program goals, objectives, and budget for federal funding of programs and/or projects
• Prepare and submit standard ESSA/IDEA applications for federal funding
• Evaluate all requests for projects and programs requiring federal money
• Develop and coordinate a continuing evaluation of the federal programs and implement change based on those findings.
• Collaborate with the district/school’s curriculum team to ensure that the federal programs department’s goals are aligned with and supplement the district curriculum team’s initiatives and priorities.
• Assist school leadership team in the development and implementation of school improvement plans as related to federal requirements.
• Consult with administrators, counselors, teachers, community agencies, and other relevant individuals regarding federal programs
• Monitor several grant funded programs and their expenditures to ensure compliance with regulations and guidelines
• Compile budget and cost estimates based on documentation program needs
• Compile, maintain, and file all reports, records, and other documents required, for federal funding
• Comply with policies established by federal and state law.
• Attend federal programs conferences or other related conferences

• Qualifications: MS Degree or equivalent from an accredited educational institution
• Professional Administrators License preferred but not required – have up to three years to complete Administrative License.
• Five years teaching and/or administrative experience preferred
• Two years of experience in program project management preferred.
• SLPI:ASL rating of Intermediate Plus or above required; SLPI/ASL rating of Advanced preferred. American Sign Language (ASL) sign classes and skill development support available for selected qualified applicants who do not meet the rating level.

Essential Duties and Responsibilities: These are not exclusive or all-inclusive. Other duties may be required and assigned.
• Works with the Principal to develop, articulate, and implement a vision of learning that includes high goals for student achievement that are shared and supported by the school community. Values, supports, and believes in high standards for all students across the spectrum of socio-economic demographics and academic potential
• Articulates the vision and strategic mission the Tennessee School for the Deaf and works collaboratively with the Principal to support teachers, parents, community leaders, higher education partners, and others to continuously improve instructional excellence.
• Listens effectively to families, students, and the school community. Considers and responds to the input of stakeholders in a timely fashion
• Strategically aligns leadership behaviors with stated values and goals to drive required change. Develops strategic plan with effective solutions.
• Supports a culture of integrity, fairness, and high ethical standards. Builds strong relationships with teachers that is based on mutual respect, trust, and empathy.
• Supports systems and programs that promote learning, collaboration, and communication throughout the school.
• Conducts and manages IEPs, ensuring communications with parents are timely and accurate and that goals, objectives and benchmarks are appropriate and effectively addressed.
• Supports teachers in using effective instructional strategies to meet students’ diverse learning needs.
• Supports classroom teaching by working with the Principal by setting clear expectations and observing, coaching, and evaluating teachers and staff in accordance with the Tennessee Educator Acceleration Model (TEAM). Obtains and maintains TEAM Observer certification through completing training and passing certification exam.
• Understands and upholds all personnel policies as outlined by the State Department of Education, as well as state and federal EEO provisions.
• Supports the safety, maintenance, and administration of the school. Helps manage safety drills and emergency programs in coordination with security and facilities staff.
• Manages and oversees student conduct, discipline, attendance, records, and reports with staff assistance.
• Participates in and supports the supervision and administration of extracurricular programs and school athletic programs with staff assistance, as applicable.
• Performs other duties as assigned.

Qualifications:
• Valid Tennessee professional educator license with an administrative endorsement
• Master’s Degree or beyond in educational leadership, administration, supervision or related field
• Degree in Deaf Education and/or working knowledge in the area of the deafness, hard of hearing and special populations
• Previous administrative or supervisory experience preferred
• Demonstrated record of performance that exceeds expectations
• Technology acumen and proficiency including Microsoft Word, Microsoft Excel, internet-based applications, typing and word processing skills.
• SLPI:ASL rating of Intermediate Plus or above required; SLPI/ASL rating of Advanced preferred. American Sign Language (ASL) sign classes and skill development support available for selected qualified applicants who do not meet the rating level.

Essential Duties and Minimum Responsibilities:

• Foster and maintain strong working relationships and high expectations across all three campuses;
• Demonstrate a passion for and commitment to providing excellent learning opportunities for deaf and hard of hearing students;
• Foster and maintain effective communication and relationships with students, staff, parents, community members, and state and national organizations;
• Execute strategies to improve student achievement for all students;
• Identify critical needs and effectively lead change to improve outcomes;
• Analyze performance data to identify trends and insights leading to actionable strategies and/or tactics;
• Raise community and district awareness of services provided across the three campuses to provide services as early as possible;
• Regularly visit schools and classrooms to gauge progress and provide actionable feedback;
• Hold regular, effective leadership meetings;
• Provide regular feedback to direct reports and monitor progress toward goals.

Location:

The position will be based in Knoxville, Tennessee, but will require regular travel to Jackson (West Tennessee School for the Deaf) and Nashville (Tennessee School for the Deaf Nashville).

Minimum Requirements

• Master’s degree in education, educational administration, curriculum/instruction or a related area from an accredited college or university is required with a strong emphasis on data-informed instruction that raises student achievement as measured by standardized test scores;
• Five years of successful teaching experience with students on Individualized Education Programs (IEP); deaf experience preferred;
• Three years of demonstrated successful administrative/supervisory experience in a school setting required; deaf and/or residential schools preferred;
• Experience at the district level leading in roles like an instructional supervisor or instructional coach preferred.