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

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

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

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

Western Pennsylvania School for the Deaf
Job Description

1. POSITION TITLE

Teacher of the Deaf

2. EMPLOYEE STATUS

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

3. ROLE RELATIONSHIPS

Reports to the Principal

4. DUTIES AND FUNCTIONS

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

Generally teachers of the deaf:

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

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

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

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

e. Participate in curriculum development and curriculum revision projects.

Job Description
Teacher of the Deaf
Page 2

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

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

h. Attend in-service meetings and departmental meetings.

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

j. Other duties as assigned.

5. QUALIFICATIONS

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

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

b. SPECIALIZED TRAINING, EDUCATION OR EXPERIENCE:

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

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

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

Job Description
Teacher of the Deaf
Page 3

6. PHYSICAL DEMANDS

This position may require the following physical demands:

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

Western Pennsylvania School for the Deaf

JOB DESCRIPTION

1. POSITION TITLE

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

2. EMPLOYEE STATUS

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

3. ROLE RELATIONSHIPS

This position reports to the Director of Counseling and Evaluation.

4. DUTIES AND FUNCTIONS

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

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

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

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

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

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

Job Description
School Counselor
Page 2

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

h) Maintains family contact as needed.

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

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

k) Other duties as assigned by the Director.

5. QUALIFICATIONS

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

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

b. SPECIALIZED TRAINING, EDUCATION OR EXPERIENCE:

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

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

Job Description
School Counselor
Page 3

6. KNOWLEDGE, SKILLS, AND ABILITIES

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

7. PHYSICAL DEMANDS

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

Western Pennsylvania School for the Deaf

JOB DESCRIPTION

1. POSITION TITLE

American Sign Language Teacher

2. EMPLOYEE STATUS

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

3. ROLE RELATIONSHIPS

This position reports to the Principal.

4. DUTIES AND FUNCTIONS

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

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

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

d. Tutor new students in ASL development as necessary.

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

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

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

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

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

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

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

Job Description
ASL Teacher
Page 2

5. QUALIFICATIONS

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

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

b. SPECIALIZED TRAINING, EDUCATION OR EXPERIENCE:

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

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

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

6. PHYSICAL DEMANDS

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

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

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

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

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

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

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 Degree in Education
• Tennessee Teaching Endorsements: 463 Deaf Education & Elementary Education endorsement(s) 499
• Tennessee Driver’s License
• 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.
• Demonstrate and teach elementary concepts in the classroom
• Develops lesson plans and appropriate instructional aids
• 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 elementary standards and the student’s individual needs and abilities.
• Seeks out opportunities in 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 Elementary.
• 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.
• 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

Instructional) – Teach students at the appropriate level utilizing state and local assessments, state
standard curriculum guides, and any other materials/tests deemed necessary. This agency is
required by the state to educate D/HH students from ages 3 to 21. Perform work associated with student instruction; prepares lesson plans and appropriate classroom materials, direct and
monitors 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.
May develop performance goals with the administrator to be complete outside the classroom and
as part of the individual staff development plan. Attend bilingual education training and implement bilingual methodologies.

Communication Skills) – Use appropriate communication skills with students, staff and public as determined by the ASL/English evaluation, in order to effectively communicate with all D/HH individuals. Use appropriate, professional terms when discussing students, their strengths and areas of concern. Maintaining confidentiality as mandated in employee handbook. Promote a positive work environment via appropriate interactions with students, staff, and public both on-and off-campus interactions. The employee will take the initiative to work with the bilingual specialist to improve his/her skills to an appropriate level in accordance with the assigned area.

Written Reports) – Complete and turn in to designated person, all student evaluation reports,
lesson plans, sub plans, IEPs, comprehensive evaluations, grade cards, and other written reports
as assigned, by the due date in order to maintain current school records as managed by the state.

School/Instructional Meetings) – Attend school/Instructional meetings as required, in order to enhance communication, to improve skills, to coordinate programs, to promote the school family, etc. Attend all staff development trainings and professional learning communities.

Bachelor’s Degree, Degree in Deaf Education and/or Elementary Education, Bilingual Education training. Possess or are able to obtain Kansas Certification by KSDE for assigned level and area, Non-violent Crisis Prevention Intervention (CPI)

Fluency in American Sign Language; ability to understand and use English and ASL in appropriate modes; ability to make oral signed and written reports; knowledge of basic human physiological needs; ability to apply principles learning theory and child development; ability to make proper responses to safety/health problems; ability to us behavior management and observation techniques, ability to listen to and be empathetic to children and youth; ability to be a positive role model.
(ASL & Writing skills will be assessed)

Western Pennsylvania School for the Deaf

Job Description

1. POSITION TITLE

Nurse Supervisor (Mon- Thurs 6:45 AM – 3:15 PM; Fri. 6:30 AM – 2:00 PM)

2. EMPLOYEE STATUS

This position is an exempt, full-time, 12-month position. This employee must be a certified Registered Nurse with school nursing certification preferred.

3. ROLE RELATIONSHIPS

Nurse Supervisor is responsible to the Chief Operating Officer.

4. DUTIES AND FUNCTIONS

Nurses in the WPSD Health Center work shifts which provides services 24 hours per day when school is in session. Duties include the following:

Nursing/Clinical Duties:

1. Supervises all other shift nurses at WPSD
2. Distributing daily medications as prescribed
3. Annual Health student screening and associated documentation
a. Eye Exams
b. Scoliosis screening
c. Heights/weight and BMI calculations
d. Require state physicals and assisting the physician with sport and state required physicals
4. Assisting in maintaining medical records for students in a confidential manner. Distinguishing between FERPA and HIPPA regulations. Resource person for student health information.
5. Assessing injured or ill students and providing routine and emergency medical care when necessary.
6. Notification of parents regarding referrals for students to be seen by specialist, i.e., cardiologist, neurologist, orthopedics, etc.
7. Contacting school physician regarding the health of students, medications, and the need for the school physician to examine particular students.
8. Restriction and release notification for participation in Physical Education and sports to the Chief Operating Officer and Physical Education Teachers.
9. Communicating with department supervisors, dorm staff, teachers, parents, the dietician, the school physician and the diabetic educator at Children’s Hospital regarding health issues when necessary.
10. Coordinate/Assist with yearly scoliosis screening on age appropriate students
11. Notification of Chief Executive Officer and Chief Operating Officer of all serious accidents/injuries occurring to students and staff as soon as possible.
12. Coordinate initial sports physicals and precertification physicians within WPIAL guidelines for sports
13. Must be aware of all shift responsibilities in the event of emergency coverage.
14. Participate in intake evaluation of prospective students if needed
15. Maintain daily log of students seen by school physician for State Auditor
16. Arranging for special diets and communication with the consulting dietician
17. Assists with consulting physician or nurse practitioner Monday through Thursday
18. Act as the liaison between outside nursing agencies staff when related to student medical needs.
19. Contact person for Diabetic Educator at Children’s Hospital of Pittsburgh
20. Preceptor for nursing students from various programs
21. Other duties as assigned by the Chief Operating Officer and School Administrators.

Administrative Duties:

1. Yearly written evaluation of staff and maintain proper documentation.
2. Coordinate and keep record of current nursing license of staff.
3. Schedule CPR/AED training for staff and maintain the proper documentation
4. Identify educational needs of staff and scheduling classes/in-service.
5. Scheduling of nursing staff and their responsibilities
6. Authorize staff Request for Leave and provide the Human Resources Department with the Request Forms.
7. Distribution of yearly medical histories to Administration and provide updates as needed.
8. Coordination of summer camp health services with the camp director. This includes, but is not limited to, review camp physicals and applications.
9. Participate in Individual Educational Plan meeting if needed.
10. Writing monthly Health Center report and provide to the Chief Executive Officer and Department Directors.
11. Responsible for ordering all Health Center supplies, equipment and medications. Maintaining the correct paperwork associated with ordering.
12. Participate in committees, if needed.
13. Participate in intake of perspective students.
14. Participate in any special health education class, if needed.
15. Assist in maintaining Monthly Health Center Bulletin board.
16. Review annually and develop new policies and procedures as needed.
17. Meeting with the department director as needed.
18. Attend weekly child study meetings and maintain records.
19. Coordinate/Assist updating and distribute student allergy list. This will be completed with each change in student status.
20. Staffing the health care center for extracurricular activities as directed by the department director.
21. Participate in the interview process of potential new employees
22. Writing safety/incident reports as needed, providing department director and human resources with a copy.
23. Maintain a confidential health record in accordance with the law.
24. Ensure nursing staff are practicing under the Pennsylvania State Board of Nursing Professional Nurse Law.
25. Maintain staff time sheets including physician and psychiatrist and sending to the business office.
26. Help maintain Health school records.
27. Maintain school psychiatrist records.
28. Keep answering machine message current
29. Summer, weekend and holiday call, checking for messages from parents.
30. Informing psychiatrist with any change in student’s mental health.
31. Distributing twice monthly appointment schedule to appropriate staff.
32. Other duties as assigned by the Chief Operating Officer and designated school administration as determined by the CEO and/or COO.
33. Maintain written evaluations and documentation for preceptor students.

EMPLOYEE HEALTH SERVICE:
1. Maintain OSHA Blood Borne Pathogen Control Policy and update the policy when indicated. Follow the OSHA’s guidelines for compliance of standards:
a. Training of designated at risk personnel
b. Maintain records
c. Scheduling yearly mandated seminars
d. Coordinating of disposable waste
2. Evaluate staff related work accidents and or illnesses
3. Emergency intervention
4. Coordinator annual flu shot administration
5. Informing staff if any current health concerns within our student population and/or our community
6. Informing staff of any new or change of policy if indicated.
7. Other duties as assigned by the Chief Operating Officer and School Administrators.

5. QUALIFICATIONS

a. CERTIFICATE(S) REQUIRED
(Clearances must be maintained every five years by the employee).
No PDE certificate is required
Certification of PA Mandated Reporting Training
PA State Police Criminal History Clearance (Act 34)
PA Child Abuse Clearance (Act 151)
FBI Clearance
Act 82

b. SPECIALIZED TRAINING, EDUCATION OR EXPERIENCE

The Nurse Supervisor must maintain licensed Registered Nurse status. Experience with school health programs is preferred and experience working with a school health center is preferred.

30 hours of continuing nursing education every two years as required by law to maintain licensure in the state of Pennsylvania.

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

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

CPR training is required

6. PHYSICAL DEMANDS

This position may require the following physical demands:
– Ability to lift light objects such as reams of paper, stack of reports, generally objects 15 pounds or less
– Ability to lift or help lift students as necessary
– Ability to physically restrain students as per CPI requirements
– Standing for long periods of time
– 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
– Frequent bending, stooping, twisting and reaching
– Walking to and from various school departments
– Ability to drive a car and/or school vehicles

SUMMARY:

Reporting to the Chief Administrative Officer, the Director of National School and Program Partnerships (“Director”) innovates and directs mission-furthering work in the areas of program development and expansion, online content and product development, training, technical assistance, dissemination, and outreach in accordance with Education of the Deaf Act (EDA) mandates to provide high quality programs and services to professionals and families working with deaf and hard of hearing students. The Director leads the Clerc Center’s School Partnership for Transformation Initiative, building partnerships with schools and programs nationwide to design professional development programs tailored to the needs of individual schools or state-wide services for deaf and hard of hearing students. The Director also oversees the Gallaudet University Regional Centers ensuring a comprehensive plan for services, expansion, outreach and partnerships for stakeholders from early intervention through college graduation; leads the innovation and implementation of the Clerc Center’s national face to face and virtual events; oversees project managers to ensure all projects are brought to completion according to established timelines; works with team of Directors to develop a comprehensive outreach strategy to further the reach of the Clerc Center and develop engagement strategies with a diverse audience of stakeholders; Works with the Clerc Center Public Relations team as a Subject Matter Expert to design and implement a marketing plan for national programs and services; develops and oversees assigned budgets; and allocates and manages resources for approved projects.

PRINCIPAL ACCOUNTABILITIES:

Innovation:

Innovates and directs mission-furthering work in the areas of program development and expansion, online content and product development, virtual and face to face training, technical assistance, dissemination, and outreach in accordance with Education of the Deaf Act (EDA) mandates to provide high quality programs and services to professionals and families working with deaf and hard of hearing students; ensures the Clerc Center’s portfolio of programs, products, and services is strong, of high quality, relevant to stakeholders, and supports the Clerc Center’s long-term success and the goals of the Clerc Center strategic plan.

Leads the Clerc Center’s School Partnership for Transformation Initiative; Creates partnerships with schools and programs serving deaf, hard of hearing and deaf blind students to work collaboratively to review instructional offerings and strategies, professional development opportunities and needs, and additional areas at the request of the school; leads program assessment efforts and develops tailored proposed action plans for program development, training, technical assistance, and family engagement.

Engages trainers, mentors, and cohort learning teams to support the continued growth and development of partner schools through short and long term action plans; identifies common needs and frequently requested training content as well as innovative practices in partner schools; and, together with the Director team, develops plans for future content development on the Clerc Center’s National Learning and Engagement Platform.

Leads the Clerc Center’s National Outreach Planning and implementation efforts; maintains a national leadership role through collaboration and partnership with national educational organizations; and develops a multi-year conference and engagement plan, including conferences, exhibits, Board relationships, and collaborative efforts, to raise visibility of the Clerc Center’s work across key organizations and partner programs.

Oversees the Gallaudet University Regional Centers (GURCs); developing plans in partnership with the regional Directors for the GURCs work in alignment with the Clerc Center’s Strategic Plan; develops plans for program expansion efforts and build an outreach network for all levels of education and service, birth through post-graduate education, and continuously striving to meet the needs to traditionally underserved populations and a variety of educational environments.

Innovates and leads the Clerc Center’s national face to face and virtual events including a series of national webinars and engagement events for topics based on needs identified through the Clerc Center’s Strategic Plan, Research Agenda, and through requests from school and programs.

Program Development and Oversight:

In collaboration with the team of directors, defines the scope and systems for technical assistance. Oversees the development of mechanisms and processes to support the effective provision, evaluation, and documentation of technical assistance activities.

Ensures all programs, products and services incorporate the principals of diversity, equity and inclusion; engages a diverse group of stakeholders early and throughout the program development process; and establishes quality assurance mechanisms to review products and services and revise as needed to ensure language is inclusive and actively considers and incorporates the perspective of traditionally underserved groups and in a variety of educational environments

Works with the Clerc Center Public Relations team as a Subject Matter Expert to design and implement a marketing plan for all national programs and services with an emphasis on reaching educators and families of traditionally underserved groups and in mainstream education environments.

In collaboration with other Directors, provides leadership, direction, and vision for the Clerc Center’s strategic planning process to establish organizational priorities; oversees implementation and ensures all planning efforts comply with external measures and mandates and that other Clerc Center planning processes are aligned with the strategic plan; and works collaboratively with other directors to establish and maintain effective interdepartmental systems to facilitate ongoing organizational planning and monitoring.

Oversees project managers to ensure all projects are brought to completion according to established timelines; ensures products, publications, and trainings address the needs of professionals and families, traditionally underserved groups and a range of educational environments as stipulated by the EDA; and as appropriate, incorporates the involvement of internal and external stakeholder groups through avenues such as project collaborations, advisory groups, and expert panels.
Leadership:

Works with members of the Clerc Center Leadership Team to develop cross-unit collaborations and two-way engagement. Actively seeks high quality teaching and learning strategies underway within KDES and MSSD and works collaboratively to engage personnel in producing content for a national audience; Ensures all training opportunities are available to KDES and MSSD personnel; and recommends and provides training and resource opportunities to teachers and staff based on observation and discussion with other Clerc Center leaders.

Seeks, establishes, and maintains external and internal collaborations in support of product and publications development, training, technical assistance, and outreach activities.

Ensures knowledge gathering, sharing, and integration of nationwide developments, trends, current events, needs of constituents, and politically sensitive issues in the fields of deaf education, general education, and related areas; and conducts policy analyses on emerging issues relevant to the Clerc Center mandate and federal accountabilities.

Ensures the execution of performance measures for federal accountability reporting; Works with department leaders to systematically document organizational planning, project development, and outreach efforts for reporting, historical, and other purposes. Ensures preparation of reports as needed for the Board of Trustees, U.S. Department of Education, GPRA and other purposes.

Provides leadership and direction to assigned personnel, ensures alignment between Clerc Center strategic goals, unit priorities, and staff annual performance objectives and accountability metrics; cultivates a sense of teamwork and shared vision within the unit; and evaluates performance and recommends salary increases.

Develops and oversees assigned budgets; allocates and manages resources for approved projects; and directs contractual arrangements as appropriate and monitors their progress.

Provides overall leadership to the Clerc Center by serving as a member of the Clerc Center Management Team and other leadership groups within the Clerc Center; serves as an active, contributing member of the Clerc Center and Gallaudet communities; serves as essential personnel and responds to emergency situations according to Clerc Center Crisis Leadership Team procedure; and assumes responsibility for the management of the Clerc Center when assigned.

Advises the Chief Academic and Chief Administrative Officers, providing extensive professional consultation and recommendations.

Represents the Clerc Center at University and external meetings and functions as appropriate including but not limited to special events, symposiums and conferences.

Effectively engages the staff in discussion of the Clerc Center’s values, vision, and direction; respects and uses the skills, expertise, experience, and insights of staff members; anticipates conflicts and facilitates resolution; expects staff members to accept responsibility for their actions; coaches staff members to success; and leads by example.

Works to support the Clerc Center mission in alignment with organizational priorities and the Clerc Center Strategic Plan.

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.)

Master’s Degree in Education or a related field.
A minimum five years of direct student instruction experience at the K-12 level, and a thorough knowledge of deaf, hard of hearing, and deaf blind learners, and of the unique educational and linguistic needs of deaf youth especially those from traditionally underserved populations.
A thorough knowledge and experience with bilingual education and instructional strategies for deaf and hard of hearing youth will also be required for success in this role.
Evidence of increasingly responsible leadership experience.
Ability to converse in high-level professional discourse in American Sign Language and written English and to communicate clearly with deaf, hard of hearing, and hearing audiences.
Preferred Qualifications (While not required, it is an advantage for what the position needs.)

A proven and impressive track record as a leader with the ability to build a team, motivate them, help them develop, and hold them accountable for the achievement of agreed upon organizational objectives.
Experience with strategic planning and utilizing educational research and program evaluation and a demonstrated ability to develop and implement strategic plans and complex projects.
Broad managerial skills and experience, detail oriented, and a proven record of sound fiscal, organizational, and management practice.
Knowledge, Skills and Abilities (Qualities that will help the incumbent be more successful in the position.)

Demonstrated commitment to the effective education of deaf and hard of hearing students from birth through high school, from diverse backgrounds and cultures, and with a broad range of skills and abilities.
Evidence of excellence in writing, communicating, and interpersonal relationships.
Demonstrated ability to design and develop comprehensive professional development programs and sequence based on the skills assessment of various audiences.
Demonstrated ability to conduct a comprehensive review of an instructional program and design and provide a tailored professional development series will also be required.
To ensure success with this work, the candidate will have experience providing instructional feedback and coaching.
Demonstrated ability to assess and provide a comprehensive review of both the instructional and operational components of a school/program, to design and sequence professional development programming to address needs based on program review, and the ability to recommend a variety of curriculum and assessment materials and provide detailed instructional feedback and coaching.
Demonstrated understanding addressing equity, diversity and inclusion; social justice; and anti-bias issues within school and organizational programming, to promote an equitable and inclusive climate, as well as the ability to review curriculum and assessment materials through the equity lens and to recommend a variety of curriculum and assessment materials.
Demonstrated ability to: effect change; maintain a harmonious work environment as well as a climate for successful innovation; and fulfill a national mission broad in scope and reach.
Ability to foster the use of technology and innovative strategies to promote learning on a national level.
Demonstrated ability to form and sustain productive relationships with state and national leaders in the field of deaf education and effectively represent organizational efforts and priorities on both the local and national level.

COMPENSATION:
Level: 11
Salary: Commensurate with experience and qualifications
FLSA: Exempt

Application Deadline: May 31, 2021. Selected candidates will be interviewed during the week of June 3, 2021.

The successful candidate will undergo a background check that must be cleared prior to working at Gallaudet University.

Gallaudet University is an equal opportunity employer/educational institution and does not discriminate on the basis of race, sex, national origin, religion, age, hearing status, disability, genetic information, covered veteran status, marital status, personal appearance, sexual orientation, family responsibilities, matriculation, political affiliation, source of income, place of business or residence, pregnancy, childbirth, or any other unlawful basis. This policy is in compliance with Title VII of the Civil Rights Act, the Americans with Disabilities Act, the Rehabilitation Act, the Age Discrimination in Employment Act, the District of Columbia Human Rights Act, and other applicable laws and applies to all procedures affecting applicants and employees including, but not necessarily limited to: recruitment, hiring, placement, promotion, transfer, reassignment, reappointment, tenure, demotion, selection for training, layoff, furlough, and termination, compensation, and all other conditions or privileges of employment.