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

Administrative Assistant to the Superintendent
Administrative Assistant (Secondary)
Social Worker
Teacher – Preschool
Teacher – Kindergarten
Teacher – 5th Grade
Teacher – Art
Teacher – American Sign Language (ASL)
Teacher – S.T.E.A.M (Elementary
Teacher – Physical Education (Elementary)
Teacher – English (Secondary)
Teacher – Social Studies (Secondary)
Teacher – Elective (Secondary)
Teacher – Secondary
Teaching Assistant
Substitute Teachers
Licensed Practical Nurse

The Interpreter Coordinator at TSD will manage the interpreting team and schedules for all three campuses, supervise interpreters, administer interpreting contracts, and provide American Sign Language (ASL) interpreting services as needed for students, staff, families, LEA’s, and other stakeholders.
Qualifications:
• Bachelor’s Degree with a minimum of 10 years interpreting experience
• Professional certification with RID required
• Strong fluency in interpreting voice-to-sign and sign-to-voice in academic settings
• Two to three years of experience managing interpreters and/or schedules required, three to five years preferred
• Ability to interpret for Deaf professionals in academic settings
• Flexible schedule, willing to work evenings and weekends as needed
• SLPI rating of Advanced-Plus to Superior-Plus Range
• Prior experience conducting interpreter training, workshops, and/or interpreter assessment preferred
• Strong proficiency with Microsoft Office and scheduling programs as well as Zoom for online meetings required

Terms of Employment: Full time 12-month employee

Salary: State of TN Salary Grade 038 – $4,973 per month

Essential Duties and Responsibilities:

• Supervise and coordinate the interpreting team at all TSD campuses
• Supervise and coordinate the interpreter schedules for the TSD Knoxville campus
• Administer interpreter vendor contracts
• Assist the Interpreting team with coordinating interpreter trainings and workshops
• Provide information and resources for staff and stakeholders regarding interpreter-related items and the ADA
• In collaboration with the Interpreting and ASL Services teams, conduct programs and trainings, both local and regional, for interpreters (educational and community) across the State of Tennessee
• Serve as an ASL interpreter for students, staff, families and other stakeholders based upon need for meetings, presentations, trainings, etc.
• Mentor interpreting interns.

Knowledge, Skills, and Abilities:
• Demonstrated ability to work well with a diverse population
• Comfortable working with young students and adults
• Ability to coordinate and manage interpreter schedules
• Ability to administer contracts following state regulations
• Ability to serve as a team player, working with and supporting the interpreting team and the interpreting process
• Ability to provide interpreter training and workshops
• Knowledge and experience with the educational interpreter setting
• Knowledge and experience with provision of interpreting services and the ADA
• Knowledge and understanding of the RID Code of Professional Conduct
• Knowledge and/or experience in an educational interpreting setting

Description:
This employee is responsible for managing the Transition School to Work (TSW) program/contract for the Local Education Agency (LEA). This person is self-directed and coordinates activities with the Pre-Employment Transition Services (Pre-ETS) Specialists and the Special Education Supervisor/designated school contact. This employee will be responsible for teaching one or more of the five identified Pre-employment Transition Services (Pre-ETS) to Pre-ETS recipients, VR eligible or potentially eligible junior high/high school students.

Qualifications:
• Bachelor’s Degree in Education or Human Services related field
• Two years’ experience in teaching or services to individuals with disabilities preferred
• Valid Driver’s License
• SLPI Advanced level preferred

Terms of Employment: Full time Executive Service – 10-Month position August through May

Essential Duties and Responsibilities: These are not exclusive or all-inclusive. Other duties may be required and assigned.
• Serve as the point person for the TSW grant.
• Review goals and priorities as identified in the TSW contract with LEA management and Pre-ETS specialist/supervisor.
• Collect required documentation so that student can begin receiving one or more of the identified Pre-ETS services.
• Provide basic information about the Transition School to Work program to school personnel, students, and parents/guardians.
• Upon receipt of Pre-Employment Transition documentation (parent/guardian or adult student permission form and disability documentation), assist in scheduling and coordinating preemployment transition services.
• Attend student annual IEP meeting and work with the IEP Team to establish pre-employment goals and monitor student progress toward measurable postsecondary and/or employment goals.
• Coordinate with students and school personnel to reach pre-employment goals set forth in the IEP and the IPE (if the student becomes an eligible client for Vocational Rehabilitation).
• Ensure all Pre-ETS monthly reporting is completed accurately on the forms provided and send to designated personnel timely each month: timesheets, student progress and service reports.
• Ensure that all recipients records are properly maintained, stored and kept confidential at all times.
• Support Instructional Coach with appropriate curricula selection and implement chosen curricula.
• Provide Career Exploration activities in both group and individual settings.
• Provide one or more of the five identified Pre-ETS services in both individual and group settings.
• Prepare students for Work Based Learning and communicate any reported/observed needs to the Work Based Learning Teacher.
• Collaborate with WBL instructor to ensure students understand and employ workplace safety procedures and ensure that students follow safety procedures at any worksite.
• Schedule and attend events and training with Pre-ETS Specialist, VR Counselor, and other employees to further ensure student goals are met.
• Assist students (and their families) in completing necessary documentation for post-secondary education application and financial aid assistance.
• Serve as a liaison to post-secondary educations’ Disability Services offices.
• Assist the Project SEARCH® team, by recommending and selecting students to complete the year-long internship. Make sure that the VR counselor has all of the necessary material to complete eligibility process.
• Understand and keep current with new technology, community resources, and assistive devices available for individuals with disabilities.
• Handle student, work site, and/or school complaints and work to resolve the problem. Seek guidance from supervisor as needed.
• Maintain a high level of confidentiality, a professional demeanor, and represent both organizations in a positive manner at all times.
• Other duties as determined necessary to ensure grant scope of service is satisfied.

KSA’s:
• Must have a working knowledge of computers and assistive technology for multi-disabled learners
• Strong communication skills
• Skilled at organizing and planning of work, detail oriented, communicate positively with others
• Ability to work under high stress situations
• Ability to maintain current knowledge in state and national efforts in Pre-ETS
• Willingness to participate in ongoing in-service to increase skills in the area of Transition Services
• Willingness to travel if required

Benefits: Benefits include medical, dental, vision and life insurance, retirement pension, 401(k) match, employee assistance program, personal and sick leave (PTO) and more. A full listing of employee benefits can be found here Benefits Link.

NEW YORK SCHOOL FOR THE DEAF
555 KNOLLWOOD ROAD
WHITE PLAINS, NEW YORK 10603
___
(914) 949-7310 (V) (914) 259-8011 (VP) (914) 949-2331 (FAX)
Director, Human Resources
Immediate Supervisor: Superintendent
Hours: Monday – Friday
8:00 AM – 3:30 PM (as needed)
Job Description:
● Provides vision and leadership to the department and organizes, manages, evaluates and supervises
effective and clear procedures for the operation of a comprehensive system of personnel recruitment and
management and human resources development.
● Ensures that all applicable state and federal laws, regulations and contractual agreements, as well as
established policy and shall be consistent with the philosophy, mission, values, and goals of the school.
● Serves as a member of the administrative team and works collaboratively with team members and
administrators in their respective areas of responsibilities.
● Manages procedures to ensure the recruitment and recommendation of highly qualified personnel to fill
vacancies within the New York School for the Deaf including adhering to criteria for selection, advertising,
and posting of positions, managing the interview process, checking references, verifying applications and
recommending salary placement to the Superintendent.
● Ensures that all recruitment and selections procedures for all employees meet contractual and other legal
obligations, certification requirements and established policies.
● Establish a system of personnel records for all past and present employees, tracking changes in
assignments, promotions, transfer, discipline, tenure, leaves, attendance, seniority status, retirement and
other pertinent and related matters.
● Prepares and submit reports as required by law and regulations or as requested by the Superintendent.
● Ensures that the following: Standard Operating Manual, Handbook, Code of Conduct, and policies and
procedures relating to Human Resources is current and in compliance with all applicable law, rules and
regulations or as requested by the Superintendent.
● Works with other members of the administrative team to ensure a comprehensive staffing plan is in place
and works to ensure that all positions are filled with appropriately qualified individuals.
● In conjunction with the Office of the Superintendent, supervises a system of resolving grievances in
accordance with the CBA and pertinent State and Federal laws and practice.
● Represents the Office of the Superintendent as required, at grievance and arbitration hearings, court
proceedings or other legal or quasi-legal settings.
● Gathers analyze data to assist with contract negotiations and represents the Superintendent in the
negotiation process.
● Attends local and national job fairs whether virtual or private as directed by the Superintendent.
● Oversees the employee benefit and retirement programs in conjunction with the Director of Finance.
● Oversees bus duty.
● Additional duties as assigned by the Superintendent.
________________________________ ________________________________
Director, Human Resources Date
FANWOOD – EST. 1817
EOE

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.