Terms of Employment:
Length of position: Up to 2 months during Summer
Hours: Varies

GENERAL SUMMARY
The duration of this position is up to two months to support Summer Camps and Programs. Functions as a lifeguard for all Summer Camps and Programs. Oversees and monitors swimming activities at aquatics facilities adhering to policies on water safety procedures, regulations, and guidelines. When needed, in addition to providing staff support for all Summer Camps and Programs activities.

ESSENTIAL FUNCTIONS
Oversees and monitors swimming activities at the Aquatics facility, in and near the water through surveillance.
Enforces policies on water safety procedures, pool regulations, and guidelines.
Warns swimmers of improper activities or danger.
Administers First Aid in the event of injury, rescues swimmers in distress or danger of drowning, and administers CPR and/or artificial respiration if necessary.
Prevents injuries by minimizing or eliminating hazardous situations or behaviors.
Monitors group swimming-related activities.
Attends and functions as a lifeguard for all water-related activities outside of the TSD campus.
Supports in Swim Test during all check-in days.
Assists in registration and check-out events if needed.
Assumes responsibility for campers at all times.
Ensures a safe environment for campers and staff by taking appropriate action.
Creates a positive learning environment for all campers and staff.
Maintains a collaborative, team approach relationship with all departments on campus including SCP Team.
Other duties as assigned.

NON-ESSENTIAL FUNCTIONS
Purchases supplies during the duration of the summer camps and programs, using the camp fund.
Accompany campers on field trips. An overnight stay may be required.
These are not the only duties to be performed. Some duties may be reassigned and others assigned as required.

MINIMUM QUALIFICATIONS
Holds a Lifeguard Certification from American Red Cross, or equivalent (Required).
Must be available during the duration of the program.
Must be willing to work irregular hours.
Professional background and work experience related to the specific position.
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, the employee is required to participate in signed communication learning opportunities on a regular basis until achieving the sign language proficiency level assigned to the position.

KNOWLEDGE, SKILLS, AND ABILITIES/ATTRIBUTES
Instructional Knowledge— knowledge of content; instructional methodologies, safety 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 campers, camp staff, parents, families, 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.

Terms of Employment:
Length of position: June 1 to July 31, 2021
Hours: Varies

GENERAL SUMMARY
This position is to provide support for campers to thrive and learn in the Summer Camps and Programs (SCP) in areas of social skills, communication skills, and interpersonal skills.

ESSENTIAL FUNCTIONS
Attends Summer Camps and Programs preparation meetings as scheduled.
Attends staff orientation and prep days.
Participates in SCP check-in and check-out events as scheduled.
Reviews camper applications with SCP Team to assist in determining which camper will need individual support in areas of social skills, communication skills, and interpersonal skills.
Supports the Camp Nurse with campers who have medication intakes.
Recommends on how to accommodate each camper on transportation needs to and from activities as needed if any.
Provides the support necessary to ensure effective communication for oral, deaf, or hard of hearing campers into a signing environment.
Becomes familiar with campers’ individual communication methods and strategies.
Models appropriate interactions with campers for the summer camps & programs staff, campers, and community.
Fosters independence and respect by encouraging all campers in their efforts to learn and respect each other.
Maintains a collaborative, team approach relationship with all departments of SCP, including not limited to residential services, infirmary, security, mess hall, transportation, and SOC.

Minimum Qualifications
Experience working in a summer camp environment
Experience working in a deaf and hard of hearing environment
Experience and understanding of accommodations and needs of students
Must be available for the duration of the program. Apart from illness or emergency, any requests for time off must be approved at the time of the interview.
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
Recommendation for the position by current supervisor
Professional background and work experience related to the specific position
Experience coordinating a summer program
Strong organizational skills
Experience in a supervisory capacity
Experience working in a team environment

Knowledge, Skills and Abilities/Attributes
Instructional Knowledge— knowledge of content; instructional methodologies, classroom management, and ARD process
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 staff, campers, parents, families, 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.

TERMS OF EMPLOYMENT
Length of position: Seasonal
Hours: Varies

PRIMARY PURPOSE
Coaches must have a good knowledge of the sport, be able to communicate with athletes clearly and effectively, enthusiastically and successfully recruit athletes for the particular sport, and have a good rapport with students.

QUALIFICATIONS REQUIRED
High School diploma or equivalency
Must have or able to obtain First Aid and CPR certification within one month of employment
Sign Language: At hire, the applicant must have sign language skills equivalent to a Signed Communication Proficiency Inventory (SCPI) level of INTERMEDIATE. When applying, the applicant must submit documentation that the applicant believes substantiates that the applicant has achieved the proficiency level required at hire.

QUALIFICATIONS DESIRED
Proficient signed communications skills
Prior work experience in Athletics program of middle school or high school

SPECIFIC RESPONSIBILITIES
Is responsible for attending practice sessions, meetings, and other assignments as may be directed by the head coach and/or the athletic director.
Is cognizant of the health and safety of each participant, aware of the necessity for harmony and cooperation in the school, and is dedicated to the total athletic program while attempting to instill a desire to win in each athlete.
Assists in game administration and management as well as follow and carry out recommended techniques, methods, etc., related to the philosophies of the head coach and not to deviate from them without first consulting the head coach.
Accompany and assist with supervising student athletes on sporting events at TSD and throughout the state and country.
With instructions from the head coach, provides direct supervision of student athletes in vehicles, locker rooms, gyms, playing fields, dining rooms, and dorms during sport practices and participation.
Assist with supervising and instructing student athletes and managers in caring for and storing equipment and supplies; maintaining lockers, showers and supply rooms; washing towels and uniforms; keeping scores and statistics; and securing personal items.
Control key and building security, when assigned, including checking out keys and returning them at the end of the season; securing all doors; and turning out lights at the completion of practice or event.
Stress good sportsmanship, safety, and the values of athletics, positive community relations and a positive image of the school to students, staff and opponents.
Assist with the caring of injured students on the TSD campus by accompanying them, when requested, to the Health Center.
Report any hazardous situation to the head coach and/or to the Athletic Director in a timely manner
Maintains certification in First Aid and CPR (TSD Policy DBA)

TERMS OF EMPLOYMENT
Length of position: Seasonal
Hours: Varies

PRIMARY PURPOSE
Coaches must have a good knowledge of the sport, be able to communicate with athletes clearly and effectively, enthusiastically and successfully recruit athletes for the particular sport, and have a good rapport with students.

QUALIFICATIONS REQUIRED
High School diploma or equivalency
Must have or able to obtain First Aid and CPR certification within one month of employment
Sign Language: At hire, the applicant must have sign language skills equivalent to a Signed Communication Proficiency Inventory (SCPI) level of INTERMEDIATE. When applying, the applicant must submit documentation that the applicant believes substantiates that the applicant has achieved the proficiency level required at hire.

QUALIFICATIONS DESIRED
Proficient signed communications skills
Prior work experience in Athletics program of middle school or high school

SPECIFIC RESPONSIBILITIES
Is responsible for attending practice sessions, meetings, and other assignments as may be directed by the head coach and/or the athletic director.
Is cognizant of the health and safety of each participant, aware of the necessity for harmony and cooperation in the school, and is dedicated to the total athletic program while attempting to instill a desire to win in each athlete.
Assists in game administration and management as well as follow and carry out recommended techniques, methods, etc., related to the philosophies of the head coach and not to deviate from them without first consulting the head coach.
Accompany and assist with supervising student athletes on sporting events at TSD and throughout the state and country.
With instructions from the head coach, provides direct supervision of student athletes in vehicles, locker rooms, gyms, playing fields, dining rooms, and dorms during sport practices and participation.
Assist with supervising and instructing student athletes and managers in caring for and storing equipment and supplies; maintaining lockers, showers and supply rooms; washing towels and uniforms; keeping scores and statistics; and securing personal items.
Control key and building security, when assigned, including checking out keys and returning them at the end of the season; securing all doors; and turning out lights at the completion of practice or event.
Stress good sportsmanship, safety, and the values of athletics, positive community relations and a positive image of the school to students, staff and opponents.
Assist with the caring of injured students on the TSD campus by accompanying them, when requested, to the Health Center.
Report any hazardous situation to the head coach and/or to the Athletic Director in a timely manner
Maintains certification in First Aid and CPR (TSD Policy DBA)

TERMS OF EMPLOYMENT
Length of position: Seasonal
Hours: Varies

PRIMARY PURPOSE
Coaches must have a good knowledge of the sport, be able to communicate with athletes clearly and effectively, enthusiastically and successfully recruit athletes for the particular sport, and have a good rapport with students.

QUALIFICATIONS REQUIRED
High School diploma or equivalency
Must have or able to obtain First Aid and CPR certification within one month of employment
Sign Language: At hire, the applicant must have sign language skills equivalent to a Signed Communication Proficiency Inventory (SCPI) level of INTERMEDIATE. When applying, the applicant must submit documentation that the applicant believes substantiates that the applicant has achieved the proficiency level required at hire.

QUALIFICATIONS DESIRED
Proficient signed communications skills
Prior work experience in Athletics program of middle school or high school

SPECIFIC RESPONSIBILITIES
Is responsible for attending practice sessions, meetings, and other assignments as may be directed by the head coach and/or the athletic director.
Is cognizant of the health and safety of each participant, aware of the necessity for harmony and cooperation in the school, and is dedicated to the total athletic program while attempting to instill a desire to win in each athlete.
Assists in game administration and management as well as follow and carry out recommended techniques, methods, etc., related to the philosophies of the head coach and not to deviate from them without first consulting the head coach.
Accompany and assist with supervising student athletes on sporting events at TSD and throughout the state and country.
With instructions from the head coach, provides direct supervision of student athletes in vehicles, locker rooms, gyms, playing fields, dining rooms, and dorms during sport practices and participation.
Assist with supervising and instructing student athletes and managers in caring for and storing equipment and supplies; maintaining lockers, showers and supply rooms; washing towels and uniforms; keeping scores and statistics; and securing personal items.
Control key and building security, when assigned, including checking out keys and returning them at the end of the season; securing all doors; and turning out lights at the completion of practice or event.
Stress good sportsmanship, safety, and the values of athletics, positive community relations and a positive image of the school to students, staff and opponents.
Assist with the caring of injured students on the TSD campus by accompanying them, when requested, to the Health Center.
Report any hazardous situation to the head coach and/or to the Athletic Director in a timely manner
Maintains certification in First Aid and CPR (TSD Policy DBA)

TERMS OF EMPLOYMENT:
Length of position: 10.5 months
Hours 8:00am-4:30pm

SUMMARY:
Performs audiological evaluations for deaf and hard of hearing students for use in educational programming and at the request of DARS and other agencies; conducts hearing aid evaluations for the purpose of selecting and fitting appropriate amplification for students; and provides consultation services to staff, outside agencies, and families regarding audiological needs of the students. May assign and/or supervise the work of others. Works under minimal supervision with considerable latitude for the use of initiative and independent judgment.

ESSENTIAL FUNCTIONS:
Conducts audiological evaluations for TSD students, staff and the community.
Reviews community audiological evaluation data and determines audiological needs for student coming from out of state.
Performs hearing aid evaluations for TSD students, staff and the community.
Provides information related to hear loss and it’s educational impact to students and parents.
Consults with a variety of staff, teachers, students, parents, and outside agencies for the provision of appropriate audiological services to students.
Attends Admission, Review and Dismissal (ARD) meetings to review evaluation results.
Works with teachers and students related to auditory training, listenting devices (such as FMs and soundfield systems) and increased auditory access (iPads, speakers on TV and computer, etc)
Works in conjunction with ECI and local ISDs for continued audiological care and proper placement of children in the greater Austin area.
Coordinates Ear, Nose and Throat (ENT) appointments for TSD students and assists families in finding local providers in order to complete initial AI eligibility as required by the state.
Dispenses hearing aids, fits earmolds, and repairs parts as able and as needed.
Conducts community and newborn screenings as part of the “Loss to Follow Up” program.

NONESSENTIAL FUNCTIONS:
Completes paperwork for Medicaid reimbursement and SHARS.
Ensures supplies are ordered and initiates hearing aid repair services.
Assists the community in finding funding for personal devices.
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:
Master’s degree in Audiology or Doctorate in Audiology (AuD) from an accredited college or university. Extern in Audiology: B.S. in Communication Disorders or equivalent, Texas State Extern License
Professional licensure in Audiology (or Extern in Audiology) through the State Board of Examiners for Speech-Language Pathology and Audiology.
Sign Language: The Ultimate required proficiency level for the position using the levels designated in the SCPI is ADVANCED.

Desirable Qualifications:
Proficient sign communication skills
Experience providing audiological services in a school environment for a minimum of three years.

Knowledge, Skills and Abilities/Attributes:
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 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.

Terms of Employment:
Length of position: 189 day contract per school year
Hours: 7:45 AM – 3:45 PM
Salary: Based on degree and experience

GENERAL DESCRIPTION
Provides classroom instruction to deaf students in grades pre-kindergarten through fifth. Plans, develops, presents, modifies curricula. Prepares lesson plans and other instructional materials to student ability levels and in accordance with student’s Individual Educational Plan (IEP). Evaluates and documents appropriate data to monitor student progress and serves as an advisor/advocate for students in the Admission, Review, and Dismissal (ARD) process. Works in self-contained, team, departmental, or itinerant capacity as assigned.

QUALIFICATIONS REQUIRED
Bachelor’s degree.
Appropriate valid Texas teaching certificate. Certifications may include deaf and hard of hearing (DHH) or a special education certification and certification in the subject and level of assignment or the ability to obtain a valid Texas certification.
Sign Language- At hire, the applicant must have sign language skills equivalent to a Signed Communication Proficiency Interview (SCPI) level of ADVANCED. When applying, the applicant must submit documentation that the applicant believes substantiates that the applicant has achieved the proficiency level required at hire.

QUALIFICATIONS DESIRED
Sign communication skill rating exceeds the required level.
Master’s degree in special education, deafness, or in a related field
Texas Deaf Education Certification
Prior work experience in special education, deafness or a related field.

KNOWLEDGE, SKILLS AND 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 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.

SPECIFIC RESPONSIBILITIES
Collaborates with students, parents, and other staff members to develop IEP through the ARD Committee process for each student assigned
Implements an instructional, therapeutic, or skill development program for assigned students and shows written evidence of preparation as required
Monitors and prepares written reports regarding students progress on the IEP
Presents subject matter according to guidelines established by IEP
Plans and uses appropriate instructional and learning strategies, activities, materials, and equipment that reflect understanding of the learning styles and needs of students assigned
Works cooperatively with instructional team to regularly modify curricula as needed to assist students in their classroom assignments
Prepares and submits effective weekly lesson plans consistent with the established curriculum
Conducts assessment of student learning styles and uses results to plan for instructional activities
Uses technology for teaching/learning process
Manages student behavior in accordance with the code of conduct and individual behavior programs

TERMS OF EMPLOYMENT
Length of position: 215 contract days per year in accordance with school calendar
Salary: Depends on education and experience
Hours: 8:00 AM to 5:00 PM

GENERAL DESCRIPTION
Under the general direction of the Middle School Principal, the Assistant Supervisor: assists in the management and supervision of the educational process in the department, assists in the selection, training and supervision of certified and classified staff, assists in the preparation and administration of the department staff to ensure alignment with student learning goals. Supports the department staff in achieving the mission to increase student achievement.

REQUIRED QUALIFICATIONS
Master’s degree in deaf education
Administrative certification required by the State of Texas (i.e., Assistant Principal or Principal) or in the process of becoming certified
Three years of successful professional teaching experience
Sign Language: At hire, the applicant must have sign language skills equivalent to a Signed Communication Proficiency Interview (SCPI) level of ADVANCED. When applying, the applicant must submit documentation that the applicant believes substantiates that the applicant has achieved the proficiency level required at hire.

DESIRABLE QUALIFICATIONS
Experience with review of assessment data, preparation of ARD paperwork and demonstrated leadership with department committee
Previous experience as a Principal, Assistant Principal or Lead Teacher
Proficient sign communications skills

KNOWLEDGE, SKILLS AND ABILITIES/ATTRIBUTES
Instructional Knowledge— knowledge of content; instructional methodologies, culturally responsive 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 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
Assists Principal with leading teachers and staff in developing and supporting a school climate of respect and appreciation for all students, staff and parents and a school culture aligned with the vision, mission and values of the School.
Oversees curriculum and instruction in ways to develop professional development and other pedgaogical strategies and approaches.
Assists the Principal with managing the ARD/IEP process including facilitating meetings, training teachers and staff, collaborating with parents/guardians, and complying with federal and state laws/administrative rules and School policies.
Collaborates with school leadership staff on the development and implementation of the District Improvement Plan and the TSD Strategic Plan.
Monitors department professional development plans and individualized growth plans/
Works with teachers to improves their teaching practice through coaching, professional development, modeling, and collaborative planning.
Supports language immersion and intervention measures.
Assists with monitoring the progress of all students.
Ensures learning environment and classroom instruction maximizes student learning.
Keeps abreast of successful instructional methodologies and practices, implements data-driven instructional practices and leads discussions about student performance.
Assists with recruiting, selecting, and hiring school staff, including teachers and department-based support staff.
Collaborates with all department heads to coordinate and implement programs and services that meet the needs of the students being served.
Ensures compliance with local, state and federal laws and regulations.
Assists with the administration of the departmental budget.

TERMS OF EMPLOYMENT:
Length of position: 187 Contract Days per year

Hours: Varies

GENERAL DESCRIPTION
The Speech/Language Pathologist (SLP) provides services to students who are deaf and hard of hearing and who may have additional disabilities. The SLP evaluates, provides direct speech/communication services, and provides on-going consultative services to staff regarding communication, language, and literacy and strategies needed by students for effective instruction. The SLP works with the division director, audiology and SLP team, assessment team, related service providers and department administrators to plan for and provide in-service. When appropriate, the SLP will collaborate and coordinate services with community agencies such as Early Childhood Intervention (ECI).

QUALIFICATIONS REQUIRED
Master’s Degree in Speech/Language Pathology from an accredited college or university
Successful completion of one semester internship in Speech/Language Pathology
Certification of clinical competency CCC-SLP or CCC-CFY-SLP
Sign Language: The applicant does not need to have sign language skills at hire but will be required to paticipate in sign language classes offered at TSD until reaching a level of ADVANCED as evaluated on the Signed Communication Proficiency Interview. If hired with a sign language proficiency level below this level, you are required to participate in signed communciation learning oppurtunities on a regular basis until you have achieved the sign language proficiency level assigned to your position.

QUALIFICATIONS DESIRED
Proficient signed communications skills.
Experience in a school setting.
Experience working with students who are deaf, hard of hearing, or have multiple disabilities.
Experience managing and conducting student Individual Education Plan (IEP) meetings.

ESSENTIAL FUNCTIONS
Conducts communication evaluations complying with special education procedures including the evaluation of speech, language, augmentative communication and assistive technology needs.
Evaluates students, communicates and collaborates with parents, medical personnel, and staff regarding feeding disorders.
Provides direct services to students as indicated by the evaluation, best practices, and ARD Committee decisions.
Provides in-service training, demonstration teaching and consultation to staff and parents related to communication and language methodologies, strategies and modifications for students who are deaf and who may have additional disabilities.
Develops and implements speech, communication and language goals and objectives for students’ individualized education plan and monitor the implementation of the IEP in varied instructional settings.
Conducts and models communication activities in the classroom setting.
Participates as a team member with other professionals in Instructional Services, Residential Services, student staffing meetings, in the Admissions, Review and Dismissal (ARD/Individualized Educational Plan (IEP) process and in the TSD outreach assessment role.
Participates in TSD’s committees addressing best practices in addressing language acquisition and service delivery models.
Collaborates and coordinates services with community agencies such as Early Childhood Intervention (ECI) and DARS.
Provides outreach services coordinated through TSD’s outreach department.
Inventories and maintains assistive technology equipment and augmentative communication materials.
Maintains pertinent records and files; completes student progress reports and SHARS forms.
Supervises university students for speech practicum.
Performs related work as assigned.

KNOWLEDGE, SKILLS AND ATTRIBUTES
Problem solving—the individual identifies and resolves problems in a timely manner and gathers and analyzes information.
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.
Quality control—the individual demonstrates accuracy and thoroughness and monitors own work to ensure.
Dependability—the individual is consistently at work and on time, follows instructions, responds to management direction and solicits feedback to improve.
Safety and security—the individual actively promotes and personally observes safety and security procedures, and uses equipment and materials.
Interpersonal Skills—the individual maintains confidentiality, remains open to others’ ideas and exhibits willingness to try new things.

TERMS OF EMPLOYMENT

Contract employment 189 working days per academic year August to June

Normal work hours 7:30 AM – 3:30 PM

GENERAL DESCRIPTION
Provides classroom instruction to deaf students. Plans, develops, presents, modifies curricula and prepares lesson plans and other instructional materials to student ability levels and in accordance with student’s Individual Educational Plan (IEP). Evaluates and documents appropriate data to monitor student progress and serves as an advisor/advocate for students in the Admission, Review, and Dismissal (ARD) process. Works in self-contained, team, departmental, or itinerant capacity as assigned. Works under the general supervision of the Middle School principal.

QUALIFICATIONS REQUIRED
Bachelor’s degree.
Valid Texas teaching certificate in the subject and level of assignment and appropriate Special Education certification or the ability to obtain a valid Texas certification within prescribed time frame.
Sign Language- At hire, the applicant must have sign language skills equivalent to a Signed Communication Proficiency Interview (SCPI) level of ADVANCED. When applying, the applicant must submit documentation that the applicant believes substantiates that the applicant has achieved the proficiency level required at hire.

QUALIFICATIONS DESIRED
Proficient signed communications skills
Master’s degree in special education, deafness, or in a related field
Texas Deaf Education Certification
Texas Certification in Math
Prior work experience in special education, deafness or a related field

KNOWLEDGE, SKILLS, 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 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.

SPECIFIC RESPONSIBILITIES
Creates classroom environment conducive to learning and appropriate for the social, physical, intellectual, cultural, and emotional development of students.
Collaborates and attends meetings with students, parents, and other staff members to develop IEP through the ARD Committee process for each student assigned.
Plans and uses appropriate instructional and learning strategies, activities, materials, and equipment that reflect understanding of the learning styles and needs of students assigned
Implements an instructional, therapeutic, and/or skill development program for assigned students and shows written evidence of preparation and implementation as required and determined by the IEP.
Uses technology for teaching/learning process.
Communicates effectively, as appropriate, with colleagues, students, parents, families, administrators, supervisors, and public.
Works cooperatively with instructional team to regularly modify curricula as needed to assist students in their classroom assignments.
Prepares and submits weekly lesson plans consistent with the established curriculum.
Conducts assessment of student learning styles and uses results to plan for instructional activities.
Manages student behavior in accordance with the code of conduct and individual behavior programs.
Keeps informed of and complies with federal, state, and TSD school regulations and policies for special education teachers.
Compiles, maintains, and files all reports, records and other documents required.
Establishes and maintains open lines of communication by conducting conferences with parents, students, principals and other TSD staff
Keeps parents apprised of student progress through parent teacher conferences, emails and phone contacts.