Description:
To help each pupil develop competence in grade level standards and grade level requirements; to motivate each pupil to develop understanding of standards in an effort to prepare students for academic success and move toward grade level skills and understanding.

Qualifications:
• Bachelor’s Degree in Education
• Tennessee Teaching Endorsements: 463 Deaf Education and Social Studies endorsement(s)
• Valid Driver’s License
• SLPI Advanced level preferred

Terms of Employment: Full-time, 200-day contract

Essential Duties and Responsibilities: These are not exclusive or all-inclusive. Other duties may be required and assigned.
• Demonstrate and teach Social Studies concepts in the classroom
• Develops lesson plans and appropriate instructional aids stressing artistic learning methods
• Design learning activities that will connect the student’s physical world, to other content areas, and to prior concepts
• Establishes clearly defined objectives for all lessons, units, projects, and reports and communication objectives to students according to Social Studies standards and the student’s individual needs and abilities.
• Seeks out opportunities in Social Studies to promote student learning and foster positive relationships with all stakeholders who can serve as resources
• Maintains knowledge of best practices as it relates to grade level standards in Social Studies
• Differentiates instruction to meet the needs of diverse learners
• Provides individualized and small group instruction in order to adapt the curriculum to the needs of each student, to the extent feasible
• Attends faculty, department and/or grade level meetings and serves on committees upon requests
• Demonstrates a variety of teaching techniques and supplementary instructional materials
• Creates and maintains an inviting, stimulating instructional area with attractive student learning centers, and projects consistent with the physical limitations of teaching areas

KSA’s:
• Applicant must have considerable knowledge of the policies, procedures, and activities of the school system, and supervisory practices as they pertain to the performance of duties relating to the position.
• Applicant must have the capability to develop and implement long-term goals, and knows how to keep abreast of any changes in statues, policy, procedures and methods as they pertain to public education. Applicant is able to assemble information and make written reports and documents in a concise, clear, and effective manner.
• Has good organizational, management, interpersonal, and technical skills.
• Applicant is able to use independent judgement and discretion in supervising students, including the handling of emergency situations, determining, and deciding upon procedures to be implemented, setting priorities, maintaining standards, and resolving problems.

To help each pupil develop competence in grade level standards and grade level requirements; to motivate each pupil to develop understanding of standards in an effort to prepare students for academic success and move toward grade level skills and understanding.

Qualifications:
• Bachelor’s Degree in Education
• Tennessee Teaching Endorsements: 463 Deaf Education & Math endorsement(s)
• Valid Driver’s License
• SLPI Advanced level preferred

Terms of Employment: Full time, 200-day contract

Essential Duties and Responsibilities: These are not exclusive or all-inclusive. Other duties may be required and assigned.
• Demonstrate and teach Math concepts in the classroom
• Develops lesson plans and appropriate instructional aids stressing artistic learning methods
• Design learning activities that will connect the student’s physical world, to other content areas, and to prior concepts
• Establishes clearly defined objectives for all lessons, units, projects, and reports and communication objectives to students according to Math standards and the student’s individual needs and abilities.
• Seeks out opportunities in Math to promote student learning and foster positive relationships with all stakeholders who can serve as resources
• Maintains knowledge of best practices as it relates to grade level standards in Math
• Differentiates instruction to meet the needs of diverse learners
• Provides individualized and small group instruction in order to adapt the curriculum to the needs of each student, to the extent feasible
• Attends faculty, department and/or grade level meetings and serves on committees upon requests
• Demonstrates a variety of teaching techniques and supplementary instructional materials
• Creates and maintains an inviting, stimulating instructional area with attractive student learning centers, and projects consistent with the physical limitations of teaching areas

KSA’s:
• Applicant must have considerable knowledge of the policies, procedures, and activities of the school system, and supervisory practices as they pertain to the performance of duties relating to the position.
• Applicant must have the capability to develop and implement long-term goals, and knows how to keep abreast of any changes in statues, policy, procedures and methods as they pertain to public education.
• Applicant is able to assemble information and make written reports and documents in a concise, clear, and effective manner.
• Has good organizational, management, interpersonal, and technical skills.
• Applicant is able to use independent judgement and discretion in supervising students, including the handling of emergency situations, determining and deciding upon procedures to be implemented, setting priorities, maintaining standards, and resolving problems.

To assess students’ competence in American Sign Language grade level standards and grade level requirements; to motivate each pupil to develop understanding of grade level standards to prepare students for academic success and more toward grade level skills and understanding.

Qualifications:
• Bachelor’s Degree or higher in Deaf Education with an endorsement in ASL
• SLPI Advanced or higher or equivalent proficiency interview

Essential Duties and Responsibilities: These are not exclusive or all-inclusive. Other duties may be required and assigned.
• Provide ASL Immersion classes to non-signers or students arriving with no language
• Demonstrate, introduce and teach ASL and Deaf Culture to non-signers
• Demonstrate and teach American Sign Language concepts in the classroom
• Develops lesson plans and appropriate instructional aids stressing ASL learning methods to build language
• Design learning activities that will connect ASL concepts to the student’s physical world, to other content areas, and to prior work-related concepts to build language
• Establishes clearly defined objectives for all lessons, units, projects, and reports and communication objectives to students according to ASL standards and the student’s individual needs and abilities
• Seeks out ASL development opportunities to promote student language acquisition and foster positive relationships with all stakeholders who can serve as resources
• Maintains knowledge of best practices as it relates to ASL standards
• Differentiates instruction to meet the needs of diverse learners
• Provides individualized and small group instruction in order to adapt the curriculum to the needs of each student, to the extent feasible
• Attends faculty, department and/or grade level meetings and serves on committees upon requests
• Creates and maintains an inviting, stimulating instructional area with attractive student learning centers, and projects consistent with the physical limitations of teaching areas
• Implement and teach American Sign Language in the classroom
• Follow K-12 ASL Content Standards as developed and distributed by National Deaf Education Center at Gallaudet University
• Works closely with TSD teachers and staff in the areas of instruction and other relevant programs to develop student’s American Sign Language skills

Terms of Employment: Full time, 200 day contract

KSA’s:
• Applicant must have considerable knowledge of the policies, procedures, and activities of the school system, and supervisory practices as they pertain to the performance of duties relating to the position.
• Applicant must have the capability to develop and implement long-term goals, and knows how to keep abreast of any changes in statues, policy, procedures and methods as they pertain to public education.
• Applicant is able to assemble information and make written reports and documents in a concise, clear, and effective manner.
• Has good organizational, management, interpersonal, and technical skills.
• Applicant is able to use independent judgement and discretion in supervising students, including the handling of emergency situations, determining and deciding upon procedures to be implemented, setting priorities, maintaining standards, and resolving problems.

(Detailed Position Description provided upon request) The ASL Interpreter Coordinator interprets and interacts with staff to intake new interpreting requests, schedule assignments with staff, sub and contract interpreters while providing high level customer service to all. The ideal candidate is organized, a self-starter, is team and detailed-oriented.
Other Duties Include:
-Demonstrates ability to effectively communicate in ASL.
-Participates in agency’s ASL internal assessment process or other evaluation of ASL Skills (e.g., American Sign Language Proficiency interview, Interpreter Certification, etc.).
-Adheres to plan for improvement with ASL skills when applicable.
-Attends and actively participates in trainings, classes, and meetings offered by the agency’s ASL Programs and /or DHOH Department.
-Demonstrates sensitivity and support of Deaf Culture.
-Promotes necessary steps for full language accessibility in all settings and environments.
-Model, mentor and support others learning ASL and Deaf Culture within the agency.

Job Posting: Deaf Children’s Society of BC Executive Director

Contract position (0.5 – 1.0 FTE)
Posting closes: May 15, 2021

The Deaf Children’s Society of BC (DCS) is a not-for-profit agency established in 1981 that provides resources, programs, support and information to families with Deaf and hard of hearing children from birth to age 5. DCS provides family- centred, language-rich environments where children thrive and grow towards success in their families and in the community through accessible early language exposure.
DCS is seeking a dynamic Executive Director to join us and lead our organization into its next chapter with strategic and innovative approaches. Our ideal candidate has exceptional leadership skills with strong administrative, financial management and supervisory experience. As well, the candidate will be fluent in American Sign Language and have excellent communication skills to support our linguistically and culturally diverse staff, children and families, as well as to engage with community stakeholders and Ministry representatives.

Job Description
• Manages, supervises and oversees the optimal implementation of all early intervention services, budget management, invoicing, evaluation, staff hiring, training and supervision, intern/student teacher management and program development
• Develops collaborative relationships and with government, funders and external agencies
• Ensures DCS’s early intervention services and programs are sustainable and align with DCS’s mission and values
• Advocates and promotes DCS’s role as an innovative leader in the fields of early intervention, early learning frameworks and Deaf education

• Prepares timely submission of program reports as required to meet contractual obligations and ensures compliance with licensing requirements
• Other duties as assigned

Qualifications and Skills
• Work experience: at least three years in a leadership/Director role and a master’s degree is preferable
• Bilingual ASL/English fluency required
• Must be able to demonstrate strong written and signed/spoken communication skills
• Experience in managing program budgets
• Grant/proposal writing and management experience is an asset
• Must be familiar with child development (typical and atypical), children with multiple exceptionalities and support needs, cochlear implants and Language Deprivation Syndrome
• Must be familiar with a range of early intervention service delivery models
• Possess strong initiative and the leadership skills necessary to build effective relationships and promote an atmosphere of trust, support and respect
• Must be able to work a flexible schedule as appropriate, including monthly Board meetings and special events
• Computer skills required in Microsoft Word, Excel, PowerPoint, website management, and experience with video conferencing and social media
• Must pass a vulnerable sector check and other sector checks as required by licensing
Reports to and evaluated by: DCS Board of Directors DCS offers a competitive compensation package

Under the direction of the Director-Special Education, plans, organizes and provides instructional and administrative leadership to the staff and students in assigned special education programs and sites; directs implementation of instructional programs; determines appropriate classroom placement for students; maintains management information; prepares and administers multiple school budgets, contracts for personnel services and other agreements; serves as liaison with districts, the County Office, community agencies, parents and the public; selects, supervises and evaluates certificated and classified personnel.

Purpose of Announcement: To fill a full-time, 183-day, school year Public School Outreach Consultant/ Itinerant position within the Public School Outreach program. Position will be located in Brewer, Maine.

Primary Responsibilities:
• Provides ongoing educational consultation and technical assistance to professionals working with children who are deaf or hard of hearing in public and private schools throughout designated areas in Maine.
• Provides itinerant specially designed instruction to deaf and hard of hearing students in mainstream settings.
• Provides in-service training to public school professionals
• Writes Student Observation Summary reports.
• Participates in periodic program sponsored family activities.
• Works with the Public School Outreach Team to develop educational webinars.
• Co-facilitates regional “Kids Like Me” programs.
• Serves students in public school settings using all communication modalities.
• Communicates regularly with a broad variety of professionals.
• Works collaboratively with parents and professionals to develop positive and successful educational programs for students.

Required Skills and Qualifications:
• Eligibility for Maine Teacher of the Deaf certification.
• Strong knowledge base in language and literacy development.
• Prior teaching experience with children who are deaf or hard of hearing
• Knowledge of hearing assistive technology (HAT) such as cochlear implants, hearing aids, and remote microphone systems
• Knowledge of the variety of communication modalities used by students who are deaf or hard of hearing.
• Experience using social media and digital technology or a willingness to learn.
• Excellent interpersonal and communication skills.
• Ability to work collaboratively with a variety of teams.
• Ability to communicate in American Sign Language or a willingness to learn.
• Master’s Degree in Deaf Education preferred.

(Detailed Position Description provided upon request) 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.

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