The Maine Educational Center for the Deaf and Hard of Hearing and the Governor Baxter School for the Deaf (MECDHH/GBSD) is seeking a highly motivated, experienced professional who possesses strong communication skills, experience with data driven services, proven leadership skills, and organizational qualities to fill a full time, 260-day position of Director of Early Intervention and Family Engagement.

Primary Responsibilities
• Administer Early Intervention Services for children who are Deaf or hard of hearing throughout the state of Maine in collaboration with Maine’s Part C Agency
• Administer the federal Newborn Hearing Screening and Family Engagement HRSA Grant and programming
• Collaborate with Maine EHDI, the Maine Newborn Hearing Program, to facilitate newborn hearing screening, diagnosis and entry into early intervention for children who are deaf or hard of hearing
• Lead, guide and direct statewide early intervention staff and contractors
• Responsible for a system of supervision and evaluation for all early intervention staff
• Collaborate with statewide early interventionists, physicians, audiologists, Family Based Organization Parent Guides and Deaf and hard of hearing Guides, and community based program administrators
• Administer allocated funds in order to ensure proper use and control of department
Minimum Qualifications
• A Master’s degree in Deaf Education, or a related field, with coursework in administration
• 10 years of experience in Deaf education, or related field, to include early intervention experience
• Minimum of 5 years supervisory experience
• State of Maine certification 292 Teacher of the Deaf, Speech Language Pathologist license, or Audiology license.
• State of Maine certification 030 Administrator of Special Education or willingness to obtain
• Experience writing and managing grants
• Such alternatives to the qualifications listed above as the Executive Director may find appropriate and acceptable

Other Duties
Please note: this job posting 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.
Benefits
A competitive salary and benefits package, including medical/dental insurance, Maine State Retirement, paid vacation/sick/personal time, federal public loan forgiveness program, is offered.

Job Overview
Under the direction of the Superintendent of the Special School District, the Designated Interpreter provides American Sign Language (ASL) interpreting/sign language services specifically for the Superintendent. The Designated Interpreter is expected to support the District’s growth and advancement through positive and respectful interaction and relationship with faculty, staff, and students, as well as individuals and entities outside the Special School District. The Designated Interpreter accepts responsibility for knowledge of, and adherence to the ethics of interpreting and the role of the interpreter, with particular emphasis applied to the maintaining of confidentiality. Along with demonstrated fluency in English and American Sign Language, the position requires the ability to adapt within an evolving work environment, and the ability to provide interpreting services that accurately reflect the qualifications and expertise of the Special School District. As an Accessibility Specialist, the employee advises on matters of: marketing materials, SSD events and forums, in-person meetings among district personnel via teleconferencing/remote software, etc.

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Required Qualifications

• Possession of Certification of Interpretation and Certificate of Transliteration (CI/CT) or National Interpreter Certification (NIC) from the Registry of Interpreters for the Deaf (RID) or BEI- Advanced or Master Level Certification
• 3 years full-time interpreting experience in a wide variety of settings.
• Must possess exceptional ASL-to-English Interpreting Skills

Job Overview
Under the direction of the Superintendent of the SSD, the Executive Interpreter provides American Sign Language (ASL) interpreting/sign language services specifically for the Executive Personnel. An Executive Interpreter is expected to support the District’s growth and advancement through positive and respectful interaction and relationship with faculty, staff, and students, as well as individuals and entities outside the Special School District. The Executive Interpreter accepts responsibility for knowledge of, and adherence to the ethics of interpreting and the role of the interpreter, with particular emphasis applied to the maintaining of confidentiality. Along with demonstrated fluency in English and American Sign Language, the position requires the ability to adapt within an evolving work environment, and the ability to provide interpreting services that accurately reflect the qualifications and expertise of the Special School District.

Required Qualifications
• Possession of Certification of Interpretation and Certificate of Transliteration (CI/CT) or National Interpreter Certification (NIC) from the Registry of Interpreters for the Deaf (RID) or BEI- Advanced or Master Level Certification
• 3 years full-time interpreting experience in a wide variety of settings.
• Must possess exceptional ASL-to-English Interpreting Skills

Summary
The Superintendent serves as the chief administrative and academic officer of the New Mexico School for the Deaf (NMSD), which serves as the statewide educational resource center for children and students who are deaf and hard of hearing, and for families of children who are deaf and hard-of-hearing. The mission of NMSD is to provide for the unique needs of children and students who are deaf/hard of hearing, their families, and professional partners by providing a comprehensive array of school and statewide programs.

As a school, NMSD provides an American Sign Language and English bilingual learning environment that includes direct, ongoing access to language and communication in and out of the classroom with a wide range of peers and adults. The students are interactive learners who receive dynamic high-quality standards-based instruction in a variety of curricular and extra-curricular activities.

As a statewide service agency, NMSD collaborates with families, school districts, agencies and communities throughout the state to meet the critical language, communication, and learning needs of children and students in New Mexico who are deaf/hard of hearing, birth through high school.

It is anticipated and expected that all functions of this position will be performed in a positive and receptive manner, while helping to advance the mission and vision of New Mexico School for the Deaf.

Qualifications: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Education and /or Experiences: Bachelor’s or Master’s degree in deaf education required. Advanced degree in deaf education, special education/general education or educational administration (Ed.S., Ed.D., or Ph.D.) preferred. A minimum of three years administrative experience with responsibilities for supervision of educational programs/ services for students who are deaf and hard of hearing required. A total of ten (10) years’ experience in an educational program serving students who are deaf and hard of hearing (combination of teaching, supervision, administration) preferred. Possess a New Mexico School Administrator’s License or commit to obtaining licensure within a negotiated time period.

Language Skills: Ability to present to an audience. Superior reading and writing skills are required for extensive documentation related to supervisory activities. State and federal reports are integral to this position.

Sign Language: Fluent receptive and expressive American Sign Language and written English skills. (Fluency in Spanish is desirable).

Mathematical Skills: Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to compute rate, ratio, and percent and to draw and interpret bar graphs.

Computer Skills: To perform this job successfully, an individual should have working knowledge of Microsoft Windows, Excel, as well as various software packages including Microsoft Office.

Reasoning Ability: Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. Ability to think independently, problem solve and work with the whole team. Ability and commitment to represent the Vision, Mission and Beliefs of NMSD as both a school and an agency.

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 occasionally required to drive for long periods of time; stand; walk and sit. The employee must occasionally lift and/or move up to 25 pounds.
Specific vision abilities required by this job include close vision, distance vision and peripheral vision.

Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.

NMSD conforms to all the laws, statutes, and regulations concerning equal employment opportunities and affirmative action. We strongly encourage women, minorities, individuals with disabilities and veterans to apply to all of our job openings. We are an equal opportunity employer and all qualified applicants will receive consideration for employment without regard to race, color, religion, gender, sexual orientation, gender identity, or national origin, age, disability status, Genetic Information & Testing, Family & Medical Leave, protected veteran status, or any other characteristic protected by law.

Please review the full MSD school profile, leader profile, and job description at:
https://www.msd.edu/apps/pages/index.jsp?uREC_ID=1903738&type=d&pREC_ID=2145639

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.