I. Job Summary

Provide curriculum and instruction leadership and administrative oversight to licensed/non-licensed staff and students and families at Metro Deaf School. Works collaboratively with all stakeholders and always acts in the best interest of meeting the needs of the whole child.

II. Duties and Responsibilities

Provide leadership and oversee curriculum and instruction at Metro Deaf School.

Works collaboratively with the school’s Principal and the Executive Director on the administrative team for the school.

Oversee the scheduling and implementation of all state and district assessments for the school teams, including standards based assessments for some students.

Develop and plan all professional development and professional learning communities for staff.

Works with teachers/staff to ensure all IEP modifications and accommodations listed are implemented.

Serve as a curriculum leader and helps review current curriculum and identify curriculum needs in the school.

Develops and maintains a curriculum purchasing timeline for the school.

Be the instructional coach for all teachers and a resource to support instructional strategies.

Work in collaboration with the Executive Director and School Principal on providing informal feedback and coaching to teachers. Formal teacher evaluations will be conducted by the Executive Director and School Principal.

Support the school principal in implementing student discipline policies and procedures.

Participate in interviews as it relates to potential vacancies that need to be filled.

Serves on the World’s Best Workforce committee.

Serves on the transition advisory committee

Serves on the technology committee.

Support Team Leaders in organizing and collecting Team newsletters (four teams); Team Leaders should ensure newsletters are proofed prior to submitting them to the Coordinator of Teaching and Learning and then submit to the school principal.

Communicates in a timely manner with staff, students, and families regarding upcoming events to ensure everyone is aware of a scheduled event and to ensure there are no scheduling conflicts.

Oversees teachers’ “Sub Box,” ensuring materials are easily accessible, applicable to the level of students, plentiful yet meaningful and replenished periodically.

Maintains open communication with all staff members.

Attends some school activities and events such as teen nights, high school and middle school camping trips, and PTG meetings.

Attend MDS board meetings as requested.

Coordinate four family education nights per year.

Maintains a positive attitude with all staff, students, and families.

Communicates concerns or general information, as it relates to the school, in a timely manner with the administrative team.

Remains a confidential employee with regards to personnel/and or student matters.

Performs other duties as assigned by the Executive Director.

III. Job Outcome

Maintain a positive attitude and style in dealing with others in a manner that contributes to the overall public relations of Metro Deaf School. Maintain a positive and professional educational environment at all times. Educate students to reach their full potential academically, emotionally, physically and socially. Demonstrate commitment to and support for the vision and mission of the District. Provide a safe and more effective learning environment for all students.

QUALIFICATIONS:
-Must hold or be eligible for State of Delaware Certification in Special Education K-12 certification (Master’s Degree Preferred)
-Fluency in American Sign Language – preferred
-State of Delaware Certification in Deafness, Visually Impaired or Special Education (Teacher of the Visually Impaired preferred)
-Experience working with deaf/hard of hearing students, blind/visually impaired, and/or deaf-blindness birth to 21
-Working knowledge of best and/or promising practices for Deaf-Blindness, alternative augmentative communication strategies, impact of combined vision and hearing impairments as well as students’ learning styles and needs, both academic and effective. (Alternative and Augmentative Communication, Passive to Active Learning Preferred

RESPONSIBILITIES:
-To plan, implement and monitor the Due Process for each student that will enable him/her to achieve IEP goals and objectives as written by the multi-disciplinary team working with the student. The program must be in an environment favorable to learning and personal growth.
-Case Manager of students with deaf-blindness.
-Provide support to teachers and para-professionals in teaching communication, language, reading, language arts, social studies, mathematics, science, health and social skills. Teacher is expected to follow district and/or statewide-designated curriculum. Instructional materials designed for use with students with deaf-blindness will be utilized.
-Instruct students in citizenship and basic subject matter specified in state law and/or district policy.
-Support lesson plans and provided recommendations for instructional materials that provide individualized and/or small group instruction.
-Evaluate students’ academic and social growth, keeps appropriate records and prepares progress reports.
-Maintain regular communication with parents through conferences, telephone, notebooks and other means to discuss student’s progress.
-Maintain professional competence through in-service education activities provided by District and Statewide Programs and self-selected professional growth activities.
-Knowledge of and resources for Cortical Visual Impairment desirable.
-Experience with the assessment tool, Communication Matrix desirable.
-Experience with ages 0-21 desirable.
-Acquire knowledge of the goals of the Statewide Programs and site/school goals. Work to support and achieve those goals.
-Establish developmentally appropriate instructional and behavioral expectations for students and for self and communicate those to students and their families.
-Provide support and recommendations towards lessons and learning environments that are safe, respectful and interesting as well as multicultural/gender and ability fair/developmentally appropriate. Select, adapt and individualize materials appropriate for diverse student populations and skill levels.
-Assess students’ developmental, cognitive and social needs, provide developmentally appropriate recommendations, and support for instruction to meet those needs.
-Regularly assess student learning by using multiple forms of assessments designed for students with deaf-blindness.
-Facilitate positive interactions between students and teacher, student and peers and student and other adults.
-Participate in ongoing and regular staff, team and individual professional development.
-Collaborate with peers to develop, plan and implement best practices based on the needs/abilities of the students.
-Always keep the students’ needs and rights first and foremost in any educational decision making.
-Have a working knowledge of and implement the Delaware State Standards and the District Graduation Requirements.
-Have working knowledge and understanding of audiograms, ophthalmological evaluation and functional vision assessments
-Have a working knowledge of how the combined degrees of hearing and vision loss can affect learning.

REQUIREMENTS:
-Fluency in American Sign Language preferred
-Degree in Deaf Education; must hold or be eligible for State of Delaware Teacher of the Deaf
Certification
-Must hold or be eligible for State of Delaware certification in Special Education Teacher of
Students with Disabilities. Other applicable content areas considered in lieu of Special
Education Teacher.
-Experience with instructional best practices for children with sensory impairments (deaf, hard
of hearing, blind, low vision and/or deaf-blind) and other challenges (e.g. autism spectrum
disorders, and/or cognitive delay) preferred
-Experience with transition planning for secondary students preferred
-Must be able to stand and work continuously for a minimum of 4 hours per workday.
-Minimum lifting requirements- 50 pounds (with assistance).
-Must be able to use arms and hands without restrictions to accommodate the physical,
mobility, and ambulatory needs of students.

PRIMARY RESPONSIBILITIES:
-Serve as primary support and resource for the instruction of students with multiple disabilities, including collaborative planning and implementation of individualized education programs.
-Additional teacher responsibilities and duties, include but are not limited to:
-Supporting professional development and providing Middle School instructional
staff and families with resources regarding the impact of the students’ sensory
needs and impact of additional conditions/disabilities on students’ learning needs.
-Directing, monitoring and reporting student progress in attaining IEP goals in
conjunction with other instructional staff.
-Communicating with parents concerning their child’s progress.
-Creates lesson plans and provides instructional materials for individualized and/or
small group instruction.
-Collaborating in interdisciplinary teams (i.e. instructional and related service staff;
nursing staff).
-Planning of community-based and transition-focused learning activities.
-Regularly assessing student learning using standardized and classroom
assessments, work samples, portfolios.
-Assess students’ developmental, cognitive and social needs and provide
developmentally appropriate recommendations and support for instruction to meet
those needs.
-Supervising and maintaining student safety.
-Establishing and maintaining standards of student behavior needed to provide a
productive classroom and vocational environment.
-Attendance at team and instructional meetings as required.
-Performing other related duties as assigned.

QUALIFICATIONS:
-Master’s Degree in Deaf Education or related field
-Must hold or be eligible for State of Delaware School Principal/Assistant School Principal
Certification
-Experience as a school administrator preferred
-Minimum five years of teaching experience in Deaf Education
-Knowledge of current research and best practices in bilingual education of Deaf, hard of
hearing and deaf-blind students
-Knowledge and experience with curriculum and program development preferred
-Fluency in American Sign Language

PRIMARY RESPONSIBILITIES:
-Provide administrative leadership to DSD’s K-12 school program focusing on
curriculum development and instructional oversight
-Observe, evaluate, and support staff members using the process and procedures
outlined by the Delaware Department of Education or approved evaluation tool
identified by the respective employee group
-Ensure compliance with students’ Individualized Education Programs (IEPs)
-Coordinate the development and implementation of the School Success Plan and
Strategic Plan in alignment with DSD’s vision and mission
-Supervise and participate in all areas of curricular development and implementation
-Analyze data derived from in-house and standardized assessments and support
school teams to apply findings to instructional practices
-Coordinate and/or provide professional development regarding best practices for
instruction of students who are deaf, hard of hearing or deaf-blind, including
ASL/English Bilingual instructional principles
-Plan courses of study and schedules of classes which meet the needs of individual
students, as well as ensure equitable access to programs and services for all
students
-Promote the development of leadership among all staff; conduct hiring of staff in
alignment with the school vision
-Partner with the DSD School Leader responsible for student support and operations,
as well as other members of the Statewide Programs leadership team
-Facilitate regular and ongoing communication effectively with parents, families, and the
larger community
-Coordinate and lead school events both in-house and open to the community
-Attend & participate in district and state trainings, meetings & discussions designed for
building leaders/principals
-Follow all school, district and state processes, procedures and protocols outlined for
administrators

Primary Responsibilities:
This is a full-time, 183-day, school year Special Education/Teacher of the Deaf position within the Statewide Education and Family Services team.
• Provides ongoing educational consultation and technical assistance to professionals working with children who are deaf or hard of hearing with additional special needs in public and private schools throughout designated areas in Maine.
• Designs, develops and implements specially designed instruction and consultation as determined through the IEP process.
• Provides recommendations for instructional program adjustments upon request
• Provides in-service training to public school professionals
• Serves students in pre-K and public school settings using all communication modalities.
• Monitors communication and language development through a variety of strategies and assessments.
• Provides evaluations upon referral.
• Participates in the IEP process, writes present levels of performance, goals, following the Maine Early Learning Development and Common Core Standards for students upon request of school districts
• Collects and documents data related to IEP goals and consultation
• Identifies and shares resources with educational teams and families to support students’ access and learning needs
• Monitors developmental, academic, communication, and language skill development through a variety of strategies and assessments
• Completes peer awareness activities in students’ classrooms
• Facilitates writing of communication and language plan
• Works collaboratively with parents and a wide variety of professionals from Maine schools and agencies, to develop positive and successful educational programs for students.

• Works collaboratively with the MECDHH Special Education Consultant to support the needs of MECDHH/GBSD staff, children and families
• Enters child specific service information into databases. Collaborates as team member with professionals from school districts in assigned regions
• Maintains a calendar of work schedule. Abides by all the policies and procedures of MECDHH/GBSD and Federal/State regulations
• Any other duties as assigned

Required Skills:
• Bachelor’s Degree (Masters preferred)
• A minimum of 3 years experience in Deaf and/or Special Education
• State of Maine Certifications – 282 (Special Education), 292 (Deaf Education) or willingness to obtain.
• Knowledge of the IEP Process
• Knowledge of all communication opportunities or willingness to learn.
• High level of professionalism, strong organizational, communication and written skills
• Ability to deal effectively with a wide range of people in a helpful, positive and constructive way
• Ability to work independently and as a member of a team, establish priorities, and work collaboratively as a member of a diverse community
• Proven skills in the areas of organization, facilitation and program management
• High level of professionalism, strong organizational, communication and written skills
• Ability to engage in dialogue on complex, difficult or emotional issues.
• Fluency in American Sign Language preferred/willingness to learn required
• Current CHRC Certificate (Fingerprinting) required

Work Environment
This job operates in a professional office environment. This role routinely uses standard office equipment such as computers, phones, photocopiers, filing cabinets and fax machines. The noise level in the work environment is usually moderate.
Physical Demands
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this Job, the employee is regularly required to sit; use hands to handle or feel. The employee is frequently required to reach with hands and arms. The employee is occasionally required to stand; walk and stoop, kneel, crouch, or crawl. The employee must frequently lift and/or move up to 10 pounds and occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception and ability to adjust focus. The employee is frequently required to drive to home visits and meetings up to an hour and a half.

Other Duties
Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee for this job. Duties, responsibilities and activities may change at any time with or without notice.

PLEASE NOTE: Employment CANNOT be finalized until the applicant has completed requirements for complete background checks and fingerprinting as required by Maine state statute.

Teacher Positions – Career and Technical Education
All of our teachers are leaders with unique opportunities to create pathways for success for every student and other teachers in the years to come. This is a rare opportunity for teachers who are looking to increase their responsibility and impact within a school and across our state.

Louisiana teaching certificate with IBC credential or a CTTIE with an IBC credential.
2+ years of teaching experience, preferably working with students from similar backgrounds to LSD students, or certification in deaf education, preferred.

Sign Language Proficiency-Advanced level, preferred (2 years to achieve)

A familiarity of standard industry hardware/software and maintain with upgrades and advancements of digital media.

Skills in operating technology devices utilizing a variety of software applications and equipment.

Skills in establishing and maintaining effective working relations with co-workers, vendors, students, parents, the general public and others having business with the school.

This is a full time position, 10 -11 months, 8 hours per day. Must be willing to work flexible shifts and days. Travel, night and weekend work may be required.

Master’s degree in school counseling or guidance and counseling, or master’s degree with the equivalent hours and courses required for a master’s degree in school counseling or guidance and counseling or social worker.

Three years of full-time, professional experience in counseling preferred. For applicants qualifying with teacher certification that includes the guidance counselor endorsement, 3 years of teaching experience at the elementary or secondary level is required or 2 years of successful teaching experience at the secondary level and 1 year of accumulated occupational experience. Background and/or experience in education of the Deaf and/or visually impaired, or working with hearing impaired and/or visually impaired individuals is preferred.

Must hold a State of Louisiana Counseling Certificate/License or obtain one

Credentials must include good human relations skills needed to develop and maintain student rapport, confidence and trust.

SUMMARY:

Reporting to the Executive Director of Human Resources (HR), the HR Specialist will focus on a variety of HR functions, primarily on employment and compensation. The HR Specialist supports the employment process for assigned vacancies; and guides and supports the Search Committee Chair through the process. The HR Specialist will work closely with the Office of Equal Opportunity Programs to provide training to Search Committee members. The HR Specialist will also counsel employees and potential applicants regarding employment, promotion and transfer opportunities.

The HR Specialist will also support the compensation function by ensuring that job descriptions appropriately reflect University and department needs and include minimum and preferred qualifications; and works with the HR team to analyze, evaluate, and classify job descriptions to ensure internal and external equity. Lastly, the HR Specialist serves as a member of the HR Core Team.

PRINCIPAL ACCOUNTABILITIES:

Supports the employment process for assigned vacancies in accordance with University policy and the Affirmative Action Plan; screens applications and refers candidates appearing to meet qualifications and departmental needs; assists and advises department on the hiring process; conducts criminal background checks, when needed; advises departments on selection decisions on an as needed basis; maintains records of review and selection decisions; assures that positions are filled in a timely and efficient manner; and informs other candidates of final results.

Counsels employees and applicants regarding job opportunities and employment procedures; and advises supervisors and employees on employment procedures and policies for promotion, transfer, and reclassification.

Supports the immigration process if the selected candidate requires U.S. work authorization; and ensures the records are filed appropriately.

In collaboration with the Office of Equal Opportunity Programs, provide training to search committee members on the employment process.

Ensures that employment records, including resume and job descriptions, are filed in the electronic database.

Provides outstanding customer service to supervisors, employees, candidates, and prospective candidates; responds to inquiries in a timely manner; and monitors the department email account during the assigned weeks.

Works with supervisors to ensure that job descriptions appropriately reflect University and department needs; ensures that the required and preferred qualifications are fair and appropriate to allow a diverse pool of candidates to qualify; and analyzes, evaluates, and classifies job descriptions to ensure internal and external equity.

Serves as a member of the HR Core Team; and provides ideas and feedback on how Human Resources can improve the employee experience.

Proactively searches for ways to continuously improve the employment process and aims to maximize the experience for both candidates and search committee members.

On an as-needed basis, serves as a back-up to other members of the HR core team.

Assists the Executive Director in developing guidelines for supervisors and employees; and serves as a trainer in a variety of workshops.

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

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

Serves as a mandatory Title IX reporter; and takes annual Title IX training as part of the compliance effort.

Performs other related duties, as assigned.

SPECIFICATIONS:

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

Bachelor’s degree.
A minimum two years of professional experience in Human Resources (including operations) counseling, and/or related fields
Fluency in American Sign Language.

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

Bachelor’s degree or Master’s degree in Human Resources.

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

Demonstrated inclusive beliefs and values.
Demonstrated planning and organization skills.
Excellent writing, signing, communication, and interpersonal skills.
Demonstrated ability to work with and across University departments, outside constituents and groups.
Demonstrated commitment to valuing diversity and contributing to an inclusive working and learning environment.

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

SUMMARY:

Reporting to the President of Gallaudet University, the Chief Financial Officer (“CFO”) is responsible for the strategic financial leadership and vision that supports the University’s 501(c)(3) mission, values, culture, and objectives and provides oversight that assures highest integrity of financial systems and decision making. The CFO is accountable for the administration of all financial operations of the University and Clerc Center, including the development of a financial and operational strategy, metrics tied to that strategy, and the ongoing development and monitoring of control systems designed to preserve University assets, report accurate financial results, monitoring adherence to the budget, and development of long-term financial and operational strategies.

The CFO advises the President, the Board of Trustees and executive leadership on all matters pertaining to the management and operation of accounting, accounts receivable, accounts payable, budget management and control, bursar, student aid disbursement, budget preparation, financial information systems, credit management, collections, fiscal planning, financial statement preparation, investing, and payroll. The CFO serves as a member of the University’s executive team and, upon election by the Board of Trustees, serves as the Treasurer to the Board.

The CFO will promote a customer-oriented service attitude and environment and serves as the executive officer directly responsible for providing leadership and management of the University’s financial service units. Finally, the CFO works to create a culture of transparency, fiscal literacy and engagement in the financial health of the University and Clerc center, supports organizational values and culture, including a commitment to racial equity, deaf gain and bilingualism.

PRINCIPAL ACCOUNTABILITIES:

Serves as a fiduciary steward of the assets of Gallaudet University to assure that assets are used in the service of Gallaudet’s public mission as designated by Congress and guided by the strategic planning of the University and Clerc Center.

As Treasurer of the University, serves at the direction of the Board of Trustees to support its fiduciary oversight of the University by providing regular financial reports and updates and assuring that the Board fulfills its compliance obligations including producing an unqualified Comprehensive Annual Financial Report in accordance with Generally Accepted Accounting Principles on time.

Serves as a chief strategic finance advisor to the President, Board of Trustees and executive leadership. Works collaboratively to assure that the financial health of Gallaudet University is robust, sustainable and transparent; and assures regular and systematic financial analyses and management reporting to the President, Board and executive leaders, including timely budgeting processes and effective use of metrics and data-driven decision making to support the implementation of the University’s short-, mid-and long-term strategic goals.

Assures the effectiveness of Gallaudet’s financial systems and policies, for strong fiscal stewardship, regulatory compliance, credibility with external credit and financial stakeholders, and improved management and use of resources toward key operational and strategic goals through: 1) regular user feedback and evaluation of the effectiveness of financial and accounting information: and 2) continual review of the design of financial systems and reporting to assure optimal data and analysis; and 3) reviews and monitors internal financial accounting and reporting to control quality and accuracy.

Provides effective division leadership by: directing the long-term and short-term planning and goal setting for the Division; providing for the effective and timely completion of unit goals which are in concert with the mission and goals of the Division and University; creating a positive work environment and climate within the division by overseeing personnel actions; effectively leading employees by building trust, communicating openly, and encouraging creative thinking; assumes responsibility for resolving employee conflicts and seeks assistance as needed; ensures employees perform their duties as assigned; provides feedback on an ongoing basis; and ensures all team members complete their annual compliance requirements in a timeline manner.

Within a multi-year planning framework, collaborates with the Chief Operating Officer as a strategic partner in the development, financing and implementation of the Campus Plan, deferred maintenance and real estate ventures. Collaborates with the COO, Director of Campus Planning and Facilities, facilities staff and campus stakeholders to determine priorities, monitor progress of major capital projects, project year-end status and recommend actions required to ensure a balanced budget.

Fosters strong collaboration and relationships with Congress and Department of Education regarding University appropriations and reporting; and acts proactively on behalf of the University.

Fosters a culture of customer service and strong collaboration between the CFO’s units/functions and other units and divisions, while respecting the strong leadership role of the CFO and its units to set necessary expectations to assure strong financial performance; and provides leadership, management and support for team development of the key units/functions under the CFO, including, but not limited to:
budget development, management and reporting
investments
general accounting
accounts payable
accounts receivable
strategic sourcing through contracts and purchasing, and
student accounts.

Stewards the University’s investments and assets, including Gallaudet’s Endowment, for optimal growth and risk management, including, but not limited to planning and implementing investment strategies; evaluating the investment broker performance; recommending broker changes as appropriate; overseeing maintenance of records relating to endowment funds, donations and securities held by the University; and communicating information to assure confidence in Gallaudet’s management of its assets.

Provides effective compliance leadership by managing and preparing audited reports, including of federally funded grant and loan programs; managing relationships with independent auditors and rating agencies; and preparing for and monitoring compliance with various federal and state reporting requirements, tax regulations, and rating agencies.

Assures the highest level of integrity of Gallaudet’s financial operations, including:
managing Institutional cash through cash planning and forecasting
managing capital resources;
overseeing campus-banking services, and
serving as the Board’s designee for the signing of payroll and general Institution checks.
Shows commitment to return on investment and strategic value-added activities. Leads and supports strategic business planning processes.

Provides direct and indirect (e.g., through Human Resources) support, including coaching, to improve fiscal literacy and fiscal management capacity across the University.

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 Title IX reporter; and takes annual Title IX training as part of the compliance effort.

Performs other related duties, as assigned.

SPECIFICATIONS:

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

Bachelor’s degree in finance, business administration, management, or related field.
A minimum six years of professional experience in business management, accounting, finance, or related fields.
Experience in supervising a team.
Certified Public Accountant.
Fluency in American Sign Language.

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

Master’s degree in finance, business administration, management, or related field.
A minimum of ten years of professional experience in business management, accounting, finance or related fields.
Experience at an institution of higher education.
Board management experience and excellent interpersonal skills
Experience in change management, and capacity building in applying a strategic financial lens

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

In-depth knowledge of Enterprise Resource Planning/financial systems.
Establishes and maintains positive, collaborative working relationships with co-workers and supervisor and fosters teamwork.
Demonstrates strong skills in communication, interpersonal relations, and presentation.
Show ability to make good, consistent and fair data-driven decisions with transparency in decision making and management.
Knowledge of establishing metrics and dashboards including analysis of performance indicators and benchmarking.
Excellent interpersonal skills.
Supports a culture of compliance while also building capacity for collaboration, teamwork and culture of belonging.
Demonstrated ability to work with and across University departments, outside constituents and groups.
Demonstrated commitment to valuing diversity and contributing to an inclusive working and learning environment.

RI DEPARTMENT OF ELEMENTARY & SECONDARY EDUCATION
NON-CLASSIFIED JOB DESCRIPTION

Position:Teacher – Rhode Island School for the Deaf, Teacher of the Deaf with additional Special Education experience.
General Duties:Teachers provide instruction to deaf, hard-of-hearing, and/or language delayed children. Teachers create, with the students, a community of learners where students feel respected and honored. Teachers set instructional objectives, design and prepare instruction, and plan and implement various supportive activities that meet age-appropriate emotional, physical and instructional needs of students. Teachers communicate learning goals, high standards, and expected outcomes to students. Teachers build positive relationships with parents and collaborate with colleagues, in order to enhance each student’s ability to learn most effectively.

Supervision:Works under the general supervision of the Director

Functions and Responsibilities:

•Establishes an organized physical space and a creative classroom environment that is positive for student learning and involvement.

• Knowledge and respect for the cultural norms and language of the
Deaf community.

Ability to modify curriculum and workplace activities

•Complies with school, state, and federal policies and procedures and supports the mission of the school at all times.

•Communicates clearly with students in their identified language of instruction, determined by language planning and assessments.

•Maintains a current working knowledge of the Common Core Standards, the RI Standards, IEP process and special education regulations and state testing procedures.

•Plans instruction effectively, engages learners. and uses appropriate instructional techniques for deaf and hard-of-hearing learners.

•Monitors student understanding of the curriculum and adjusts/modifies instruction, materials, or assessments, where appropriate.

•Maintains appropriate classroom standards of behavior, mutual respect, and safety.

•Makes learning goals clear to the students and maintains high standards and expectations.

•Demonstrates flexibility and responsiveness to the needs of the students, the department, and the school.

•Promotes confidence and perseverance in the students, while stimulating increased personal responsibility and independence for achieving individual goals.

•Demonstrates appreciation for and sensitivity to the diversity among individual students.

•Engages and Cooperates in a constructive relationship with parents and is receptive to their contributions.

•Maintains professional boundaries and refrains from gossip. Maintains student and staff confidentiality

•Works collaboratively with other school staff on planning and implementing interdisciplinary curriculum and works constructively to suggest improvements and possible approaches.

•Uses available resources to analyze, expand, reflect upon, and refine professional knowledge and skills.

•Develops and uses authentic assessment of student learning and uses assessment to drive classroom instruction (formative and summative assessments).

•Plans and completes necessary testing or data collection, documentation, and interpretation of data. Administers State testing and Alternative State Assessments as needed.

•Modifies curriculum and supports regular education teachers with curriculum modification for students on IEPs.

•Contributes to self-growth and continuous improvement of the school through active
participation in professional development activities and meetings. Applies new learning to personal professional practice.

•Attends IEP meetings. Serves as a special education case manager, writes annual IEP student goals and works steadily to ensure that students attain these goals. Monitors and reports IEP progress quarterly.

•Design and Integrates the implementation of behavior plans designed for individual students as needed.

•Prepares and submit lesson plans, maintains accurate records and submits required data paperwork on time.

•Participates in diagnostic and other planning meetings.

•May occasionally be delegated certain health care responsibilities by the school nurse, if needed.

•Performs other tasks, as directed by the Director or Curriculum Supervisor

Reasonable accommodations can be made for qualified individuals with a disability.