TERMS OF EMPLOYMENT

Length of position: 9.5 months

Hours:

GENERAL DESCRIPTION

The Job Coach is responsible for supporting 15-22 year old students who participate in our work training programs, both on- and off-campus, and assists the transition teacher in providing an employment and independent living skills-based curriculum for deaf students with and without additional disabilities. Additional responsibilities include employment readiness training, job coaching, career assessments, and evaluation of students in the classroom and at multiple worksites. The Job Coach also helps students establish direct working relationships with co-workers and supervisors to create natural supports.

REQUIRED QUALIFICATIONS

High school diploma or equivalent
Two years of professional experience working with high school students in an educational setting or 48 hours of college coursework in education, counseling or related field.
Two years of professional experience working with individuals who are deaf and/or have other disabilities, or professional experience as a job coach or in a similar position
Must have a valid driver’s license class C or higher issued by the Texas Department of Public Safety
Sign Language: The ultimate required proficiency level for the position using the levels designated in the Signed Communication Proficiency Interview (SCPI) is ADVANCED. If hired with a sign language proficiency level below this level, you are required to participate in signed communication learning opportunities on a regular basis until you have achieved the sign language proficiency level assigned to your position.

DESIRABLE QUALIFICATIONS

Bachelor’s degree in education, psychology or related field
Experience developing job aids or visual supports to help students understand work tasks
Experience working with students with autism spectrum disorders
Experience as a Job Coach

KNOWLEDGE, SKILLS AND ABILITIES/ATTRIBUTES

Instructional Knowledge— knowledge of content; instructional methodologies, classroom management
Problem-solving—the individual identifies and resolves problems in a timely manner and gathers and analyzes information skillfully.
Effective Communication—the individual must be able to appropriately communicate with colleagues, students, parents, families, administrators, supervisors, and the public.
Planning/organizing—the individual prioritizes and plans work activities, uses time efficiently, and develops realistic action plans.
Quality control—the individual demonstrates accuracy and thoroughness and monitors their own work to ensure quality.
Dependability—the individual is consistently at work and on time, follows instructions, responds to management direction, and solicits feedback to improve performance.
Safety and security—the individual actively promotes and personally observes safety and security procedures, and uses equipment and materials properly.
Interpersonal Skills—the individual maintains confidentiality, remains open to others’ ideas, and exhibits willingness to try new things.

ESSENTIAL FUNCTIONS

Trains, supervises, and records student progress at assigned work sites on and off campus.
Assists teacher in the delivery of employment and independent living skills based curriculum; provides instructional support to students on and off campus.
Monitors and documents student behaviors according to TSD policy and procedures
Drives students to and from work sites and community activities; accompanies students on city bus, or other mode of transportation; provides city bus transportation training as needed.
Covers class when the teacher is not present
Escorts students on campus inside and outside of classrooms and residential areas; monitors bus and cafeteria areas as assigned.

Horace Mann School for the Deaf and Hard of Hearing
Head of School Qualifications (Requirements & Preferred)

REQUIREMENTS
Culturally and linguistically competent school leader able to effectively work in authentic collaboration with all school community stakeholders and the Boston Public Schools to advance the mission and vision of the Horace Mann School for the Deaf and Hard of Hearing.
Demonstrated high level, native or near-native fluency in American Sign Language, and written English skills.
Experienced in leading a dual language, American Sign Language/English, school for Deaf and hard of hearing students in a public K-12 urban school
Expert Deaf education leader committed to advancing social justice, equity, anti-racist education and appropriate inclusive practices for Deaf and hard of hearing children, including students with multiple special needs.
Knowledgeable of Special Education laws and the Individualized Education Plan (IEP) development and accountability systems.
Effective distributed leadership approach to develop and support the work of the instructional leadership team (ILT), and all teams in the school organization; a proven leader with a clear leadership philosophy and a vision for the future of the Horace Mann School for the Deaf and Hard of Hearing
Ability to effectively communicate and develop strong partnerships with parent groups, community groups, leaders, universities, educational agencies and business partners to advance the school’s strategic plan, implementation and assessment.
Masters Degree in Deaf Education, Special Education, Behavioral/Social Sciences or related field.
Hold or are able to obtain a Massachusetts School Principal License or successful completion of MA-PAL within district approved completion timeline.
PREFERRED
A school leader who is Deaf or hard of hearing who reflects the school student population
Multilingual in ASL, English, and a third language such as Spanish (one of the home languages of the students).
Effective advocate for Deaf and hard of Hearing children at the Local, City, State and Federal level.
Minimum of three years (3) of experience as a teacher of Deaf, hard of hearing, and/or work with Deaf, hard of hearing or special education students in educational settings
Minimum of three (3) years of experience as an administrator in an educational program serving Deaf, hard of hearing, and/or special education students
Post-master’s level graduate studies in Deaf education, leadership/management, behavioral/social sciences, or related field

Purpose: Teach young students subject matter at a preschool/elementary level as assigned and support development of social, emotional, developmentally appropriate skills.

Instructs students in a well-managed and creative classroom based on research-based principles and student data:
Develops learning goals and lesson plans that are appropriate for students, align with content standard and students’ Individual Education Plans (IEPs) and based on individual data;
Makes connections between previously learned content, present content and future content;
Creates and/or selects teaching materials, leaning activities, technology and other materials that are age appropriate, align with students’ needs and support learning content;
Implements diversified learning strategies to meet the individual needs of students;
Promotes development of appropriate personal-social behavior through positive behavior intervention supports (PBIS), participates on preschool PBIS pilot team, classroom routines and consistent expectations;
Creates a climate that promotes equity and safety, including the physical environment;
Establishes and maintains professional rapport with students, drawing from knowledge about individual student’s background and learning styles;
Checks for student understanding periodically during instruction, adjusting instruction and providing clear, substantive feedback to students.

Assesses and monitors student progress:
Creates or uses multiple evaluation strategies within the classroom and during formal assessment periods to determine progress toward the learning standards;
Implements and collects data on individual behavior intervention plans;
Analyzes data from multiple sources to determine students’ strengths and needs, designs learning opportunities, evaluates success of strategies and plans interventions;
Completes grade cards and progress reports each quarter and at interim periods as necessary;
Conducts statewide and district wide testing as necessary.

Uses effective collaboration strategies with colleagues, parents, and LEA representatives:
Uses multiple, dependable and positive communication approaches to build rapport with others and to support student learning;
Prepares IEPs that align with State requirements and share drafts with parents and LEAs ahead of time;
Collaborates with specialists and after school staff to promote consistent application of appropriate strategies;
Conducts parent-teacher conferences in face to face or video/phone conferences that results to promote learning;
Conducts home visits as needed throughout the school year.

Supports the mission of the Early Learning Center:
Enhances public relations;
Stays current of best practices, new requirements, content areas and research in deaf education/education through professional development;
Participates in extra-curricular activities;
Makes required reports to legal authorities;
Attends faculty meetings, school committee meeting and professional development activities;
Participates in own development through application of principles of Ohio’s teacher evaluation system;
Maintains required records and completes required forms;
Reports unsafe situations immediately;
Assures the careful supervision of students in classrooms, playgrounds, school grounds, hallways and on field trips;
Works collaboratively with members of team to ensure the success of the Early Learning Center.

Description: This position is under the general supervision of the Principal and the Assistant Principal.
The candidate will be expected to perform the responsibilities listed below. The individual
that is hired will be required to attend staff development workshops and professional
development training.
Qualifications:
• A valid State of Tennessee driver’s license is required, including a clean driving record,
when driving on campus whether in a personal car or state vehicle.
• Applicant must be willing to be fingerprinted and required to have a TBI/FBI background
check. In addition, background checks will be conducted through the Tennessee of
Registry of Sexual Offender, the Tennessee Registry of Abuses, and the Tennessee Child
Protective Services Background Check.
• Applicants must have completed two years (48 hours) of study at an institution of
higher learning or obtained an Associate’s or higher degree, or passed Para Pro
Assessment.
• Effective interpersonal and organizational skills
• Strong oral and written communication skills
• SLPI:ASL rating of Survival or above required; SLPI:ASL rating of Intermediate 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.
• Maintain necessary records and prepare a variety of standard reports.
• Assist teacher in supervising students during classroom activities and recreation.
• Instruct small groups or individual students at the request of the teacher.
• Substitute in the absence of a teacher.
• Supervise students during breakfast and lunch.
• Transport students to off campus activities.
• Prepare instructional materials.
• Assist with classroom behavior and help ensure the safety of the children.

Knowledge, Skills, and Abilities:
• Ability to use computers and other educational technologies in the classroom
• Knowledge of classroom structure
• Ability to multi-task and change tasks rapidly
• Good teamwork skills
• Displays a positive attitude and optimism
• Displays good judgement.

Description: This position works under the general supervision of the Director of Speech and Hearing
Services and is responsible for performing duties in the following areas: Instruction,
Teaching Strategies, Evaluation, Classroom Management, Leadership, IEP Development,
Communication, and other duties as assigned.
Qualifications:
• Master’s Degree in Speech Pathology
• Certificate of Clinical Competence in Speech Pathology
• Tennessee Teacher License endorsement in Speech language PreK-12
• A valid State of Tennessee driver’s license
• Applicant must be willing to be fingerprinted and required to have a TBI/FBI
background check. In addition, background checks will be conducted through the
Tennessee of Registry of Sexual Offences, the Tennessee Registry of Abuses, and the
Tennessee Child Protective Services Background Check.
• Applicants must become proficient in sign language at the level established for this
position. Training will be provided.
• SLPI rating of Advanced-Plus to Superior-Plus Range
Terms of Employment: Full time 10-month employee

Essential Duties and Responsibilities:
• Conduct pediatric speech and language diagnostic evaluations for infants, toddlers
and school age children.
• Interpret the results of speech/language evaluation data and communicate this
information clearly to the child’s education team, including suggested goals and
objectives.
• Together with the child’s education team develop a rational treatment and
monitoring plan, including speech and language therapy, the use of amplification,
assistive listening devices, aural habilitation or rehabilitation, phonemic awareness
and counseling as indicated.
• Implement a treatment and monitoring plan, including speech and language therapy,
the use of amplification, assistive listening devices, aural habilitation, and phonemic
awareness for students of West Tennessee School for the Deaf.
• Demonstrate knowledge of current evaluation and therapy strategies/procedures and
flexibility in applying this knowledge to deliver individualized care to the child as it
applies to the home and educational environment.
Pursuant to the State of Tennessee’s policy of non-discrimination, the Tennessee School for the Deaf does not
discriminate on the basis of race, sex, religion, color, national or ethnic origin, sexual orientation, age, disability,
or military services in its policies, or in the admission of, access to, treatment, or employment in its programs,
services, or activities.
• Work collaboratively with the audiologists and lead speech-language pathologist to
deliver center-based instruction to family members to facilitate the child’s
development, environmental management strategies and monitoring strategies to
assess educational plan effectiveness.
• Work collaboratively with the audiologists and lead speech-language pathologist to
deliver school based instruction to educational staff working with hearing impaired
toddlers and school age children concerning specific explanation of hearing loss,
delivery of aural habilitation curriculum, speech and language development,
environmental management strategies and monitoring strategies to assess
educational plan effectiveness.
• Conduct workshops and in-services at the local and state level upon request.
• Correspond effectively, clearly and in a timely manner with the child’s education team
members, to include parents, physicians, speech pathologists, audiologists, educators
and administrators.
• Demonstrate initiative in identifying opportunities for self-development and
enhancement of professional competency through self-study, on the job training and
attending professional meetings.
• Demonstrate effective client relations skills, promote a positive work environment
and contribute to the department’s overall team effort.
• Demonstrate a work ethic that is exemplified by reporting to work on time, dressed
appropriately and prepared to deliver services in a timely manner with efficient
documentation.
• Demonstrate behavior that is consistent with the ASHA Code of Ethics.

Knowledge, Skills, and Abilities:
• Optimistic and positive attitude
• Displays good judgement and decision making.
• Ability to coordinate and manage interpreter schedules
• Ability to serve as a team player

Description:
This position works under the general supervision of the Principal is responsible for performing duties in the
following areas: mainly therapeutic, assisting students when problems arise in the various phases of their
development and adjustment to include-mental, physical, social, and emotional, and other duties as assigned.
Terms of Employment: 11-month teacher salary contract. Additional 5% supplement will be added on top of
the regular teacher salary contract amount.

Essential Duties and Responsibilities: These are not exclusive or all-inclusive. Other duties may be required and assigned.

Provide weekly grade level sessions to students to address age appropriate topics.
Observation and consultation are regular responsibilities of the counselor, who also provides professional development to staff.
Complete and confidential records are kept on each student containing incidences,
sessions, approaches taken, results, etc.
An additional responsibility of the Guidance Counselor is the role of Primary Testing Coordinator. The School Counselor shall work collaboratively with the Assistant Principal to coordinate the administration and logistics of the various State and District wide testing programs. He/She shall organize and supervise the performance
of tasks related to test administration, materials processing, test data entry activities, and handle inquiries regarding these test administrations.
Uses correct grammar. Written and oral communication is organized and clearly stated. Applicant must become proficient in sign language at the level established for this position.

TEACHER
(Science, Math, etc.)
2021-2022 School Year

SALARY
$38,232 – $48,264 annually (range based on education and experience, full annual amount based on working 209 days)

ESSENTIAL FUNCTIONS
Teaches subject matter appropriate to educational background and certification.
Develops, implements and evaluates the individual educational plan for each student.
Plans and outlines class work within prescribed limits; assembles and prepares learning materials for special study.
Keeps scholastic and attendance records.
Gives individual instruction and encouragement as needed.
May operate as part of a teaching team. May assist in teacher training of peers and student teachers/interns. Participates in conferences/meetings with parents.
Confers with building Supervisor and/or parents regarding students’ needs, progress and/or abilities.
Performs related work as assigned.

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

EDUCATION REQUIRED/PREFERRED
Bachelors or Master’s degree in Deaf Education or Special Education with ASL skills from an accredited college or university.
Missouri State Teachers’ Certification or ability to obtain certification upon hire.

SPECIAL INSTRUCTIONS
Please attach a scanned copy of your transcripts with the application. You will receive an email confirmation when your application is received online.

NOTE: If a college degree is a requirement for this position, transcripts MUST be submitted with the application in order to be considered for employment. Failure to include transcripts (when required for the position) with your application will eliminate the application from the review process.

TERMS OF EMPLOYMENT:

Length of position: 215 days

Hours: 7:30 A.M.- 4:30 P.M.

SUMMARY

The Early Learning Center Director oversees the teaching, learning, and support operations of the 0-5 Early Childhood and Family Education program. The director will provide leadership and direction, be involved in strategic development, planning, and management of the program’s personnel and activities.

Under the direction of the Director of Instruction and in collaboration with the Elementary Principal and Statewide Outreach Center staff, the ELC Director will work collaboratively with a variety of professionals and families to implement early intervention services designed to help young children develop language and foundational skills for learning.

ESSENTIAL FUNCTIONS

Embody the TSD’s mission and advance the TSD vision
Stay informed on current research on neuroscience, child development, early language acquisition, bilingual practices, and culturally relevant pedagogy
Establish a safe, healthy, and welcoming 0-5 setting
Oversee programs and activities to engage and educate young children and their families
Serve as a liaison between the school, the home, and the community
Contribute to school life beyond the classroom including events involving families and other community events
Respond to the needs of the families by providing possible resources, training, and other resources within the community
Oversee the day-to-day operations of the program to include overall responsibility for budget expenditures
Evaluate all Early Learning Center personnel, including observing and evaluating teachers to include goal setting, professional growth plans, and year-end reviews.
Ensure the development, implementation, and evaluation of a spiral curriculum for students and their families that supports future learning
Evaluate the effectiveness of programs and services and ensures continuous program improvement that addresses current needs and best practices
Plan and facilitate professional learning experiences for teachers and staff
Ensure full compliance with policies and standards, as well as federal and state regulations including licensing and health and safety protocols
Build partnerships with various community stakeholders, including SOC Intervention Care Team through TEDHI, ECI, and other entities
This document in no way states or implies that these are the only duties to be performed by the employee occupying the position.

Minimum Qualifications

A Master’s Degree in Deaf Education, Early Childhood Education, or a related field
3-5 years experience working in early childhood education, elementary education, or other educational settings
Currently certified or willingness to become certified as an administrator under the State Board for Educator Certification within three years of the date of hire.
Sign Language: The ultimate required proficiency level for the position using the levels designated in the Signed Communication Proficiency Interview (SCPI) is ADVANCED.
Desirable Qualifications

5 years experience in an administrative role in schools or programs for deaf children
Experience designing and implementing curriculum for early childhood education
Understanding of wrap-around services and how they impact children and family well being
Ability to communicate effectively via sign language and in writing
Experience with anti-racism or equity and inclusion work
Certification in deaf education, early childhood education, or related field
Knowledge, Skills and Abilities/Attributes

Instructional Knowledge— knowledge of content; instructional methodologies, classroom management
Problem-solving—the individual identifies and resolves problems in a timely manner and gathers and analyzes information skillfully.
Effective Communication—the individual must be able to appropriately communicate with colleagues, students, parents, families, administrators, supervisors, and the public.
Planning/organizing—the individual prioritizes and plans work activities, uses time efficiently, and develops realistic action plans.
Quality control—the individual demonstrates accuracy and thoroughness and monitors their own work to ensure quality.
Dependability—the individual is consistently at work and on time, follows instructions, responds to management direction, and solicits feedback to improve performance.
Safety and security—the individual actively promotes and personally observes safety and security procedures, and uses equipment and materials properly.
Interpersonal Skills—the individual maintains confidentiality, remains open to others’ ideas, and exhibits willingness to try new things.
SUPERVISOR

Director of Instruction

Military Occupation Specialty Code (MOS): None Equivalent

Description: The Elementary Principal will create an academic program that exemplifies excellence and equity such that all students will be equipped with the knowledge and skills to successfully make decisions and determine their own life path

Essential Duties and Responsibilities: These are not exclusive or all-inclusive. Other duties may be required and assigned.
• Works with the Director of Instruction 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 of the Tennessee School for the Deaf and works collaboratively with 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.
• Establishes and maintains a culture of integrity, fairness, and high ethical standards. Builds strong relationships based on mutual respect, trust, and empathy within the school.
• Establishes systems and programs that promote learning, collaboration, and communication throughout the school.
• Supervises assistant principals and teachers and holds each to a high standard.
• Builds department capacity by setting clear expectations and observing, and evaluating paraprofessional staff using the SMART process.
• Improves classroom teaching 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.
• Analyzes and uses data to inform adult learning, professional development, and decision-making.
• Ensures that school meets all relevant academic benchmarks and that every student is measured for annual academic growth.
• Participates in the IEP process, assuring that goals, objectives, and benchmarks are appropriate and effectively addressed.
• Builds professional learning communities to nurture and sustain a school culture and instructional program conducive to accelerated student achievement. Regularly assesses student learning and ensures the provision of specific, timely feedback to teachers and students.
• Aligns standards, curricula, instructional strategies, and assessment tools. Supports teachers in using effective instructional strategies to meet students’ diverse learning needs.
• Coordinates professional learning activities for the instructional staff of the school, including planning, collaboration, implementation, and evaluation of the services.
• Fosters teacher professional development through coaching and motivating. Stimulates and retains high performers, mentors early career teachers, challenges low performers to improve, and dismisses poor performers who do not improve. Initiates and engages in difficult conversations around continuous instructional improvement as necessary.
• Builds strong teams, develops leadership capacity among staff, and shares responsibilities appropriately. Recognizes, rewards, and celebrates hard work and outstanding results.
• Collaborates with the Director of Instruction to selects highly effective teachers through robust screening and interviewing process and assists in recruitment.
• Performs other duties as assigned.

Knowledge, Skills, and Abilities:

• Strong organizational skills
• Understands and supports a bilingual program
• Excellent communication skills, adapting appropriately to audience and message
• Knowledge of best practices in the areas of responsibilities
• Knowledge of statutory and regulatory requirements
• Knowledge of budgeting and finance management
• Familiar with federal programs’ rules and regulations
• Organizes and coordinates districtwide projects and manages multiple projects simultaneously
• Develops and maintains a vision for educational growth of the Tennessee School for the Deaf
• Understands building vision, strategic planning, and creating strong teams
• Demonstrates emotional fortitude and perseveres in the face of obstacles; innovative thinker with the capacity to develop creative and adaptive solutions that overcome objections and resistance
• Holds self and others accountable for student learning
• Demonstrates self-awareness and a commitment to continuous learning
• Seeks out and acts upon performance feedback

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Administrative Assistant (Secondary)
Social Worker
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Teacher – Kindergarten
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Teacher – Art
Teacher – American Sign Language (ASL)
Teacher – S.T.E.A.M (Elementary
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Teacher – English (Secondary)
Teacher – Social Studies (Secondary)
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