Provide ASL services (individual and small group pull-out/push-in ASL tutoring at both the elementary and secondary levels). Progress will be reviewed by the Bilingual Specialist weekly/quarterly for student progress on goals. Complete and turn in to Bilingual Specialist tutoring rubrics and data sheets at the time of student IEP meetings and each quarter for progress monitoring. Prepare tutoring lesson plans and tutoring materials. Provide ASL instruction as part of secondary ASL Immersion program. Reviewed by Bilingual Specialist daily/weekly for efficacy and adherence to the curriculum. Meet quarterly to update student progress and to determine when students will exit class. Provide ASL instruction as part of ASL and Deaf Studies program. Reviewed by Bilingual Specialist daily/weekly for efficacy and adherence to the curriculum. Assist with ASL/English Assessments for job candidates and Bilingual Assessments with students. Reviewed weekly by the Bilingual Specialist for effectiveness and accuracy in evaluative skills. Assist with curriculum, instruction, and assessment projects. Attend meetings which may include in-service training, staff development, committee, departmental, etc. as deemed necessary by administrator(s), in order to enhance language instruction and staff ASL classes to improve skills, and coordinate student ASL and Deaf Studies competitions. Provide push-in mini-lessons to content-area classes, or co-teach with content-area teachers as needed.

The Michigan School for the Deaf is a day and residential facility for students who are deaf and hard of hearing. This position functions as Speech Therapist for the school portion of the Michigan School for the Deaf. The employee performs a full range of professional speech consultant assignments in a full functioning capacity. Considerable independent judgment is used to make decisions in carrying out assignments that have significant impact on services or programs. Guidelines may be available, but require adaption or interpretation to determine appropriate courses of action.

The Michigan School for the Deaf provides educational and residential programs and services for students who are Deaf or Hard of Hearing. This position interprets/transliterates classes at Genesee Area Skill Center. This position may also interpret between Deaf/Hard of Hearing and Hearing persons, on and off the Michigan School for the Deaf campus, in situations including but not limited to business, financial, medical, legal, social, theatrical, and educational for staff and students.

This position functions as the manager of the residential programs on the Michigan School for the Deaf (MSD) campus. The position is responsible for overseeing, creating and directing the programming and activities for students in the residential program. The position will also oversee and direct the coordination of training and services pertaining to the day-to-day activities of students residing at MSD. This position generates and carries out policy, oversees staff who provide direct care to the students, and serves on the staff team working to create a healthy environment to bring about positive changes in the behaviors, attitudes, and values of students in the residential program. This position works with MSD administration to obtain accreditation for Residential Facilities via Conference of Educational Administrators of Schools & Programs for the Deaf (CEASD) for the residential program. This position functions as a first-line professional manager of professional positions in a complex work area supervising a Special Education Consultant P13 and a Departmental Analyst P11 as well as non-professional staff and contractor employees.

DePaul School for Hearing and Speech has an immediate opening for an Educational Audiologist. This is a unique opportunity to work in a supportive team environment teaching children who are deaf or hard of hearing to listen and speak. A minimum of 5-7 years experience with cochlear implants and pediatrics is required. Job responsibilities include:
• Administer age-appropriate audiological assessments for students, including comprehensive pediatric and educational audiological evaluations
• Conduct a full range of audiological habilitation services, including fitting of personal FM/DM systems, cochlear implant programming, troubleshooting, repair, and loan of all types of auditory equipment
• Progress monitoring of speech perception skills post-cochlear implantation
• Progress monitoring of the development of listening in noise skills
• Participate in our team approach by making audiology-related recommendations, attending student staffings and IEP’s, and providing educational/clinical planning with members of the clinical and educational teams
• Provide functional listening evaluations and recommendations for the successful transition of DePaul students to regular education

(Detailed position description upon request) Receives oral, written and signed instruction related to student education or supervision, or to other aspects of classroom organization or material preparation. Instructions are specific unless a degree of latitude by the teacher or head teacher. Facilitates communication between target student and his/her peers and staff. Facilitates highly academic information that is out of the target student’s language range. Provides language models and directs target student to imitate the vocabulary or phrases. Provides free and literal translations of any text in the school. Use language allocation (varying degrees of all modes of ASL and English) to support the student’s acquisition of ASL. Holds metalinguistic discussions of both ASL and English. Directs the target student’s attention to specific places in the room or toward the discussion.

This position assists in the direction of the Policy, Staff and Personnel Operations program of the school. The position provides support to customer focused programs by projecting workforce needs and ensuring adequate personnel management.
-Organize and facilitate on-going curriculum development and review of all content areas.
-Facilitate both state assessments and local norm reference testing.
-Organize and facilitate ongoing staff development, including identification of staff development priorities-by school wide and by department (elementary, secondary, student life).
-Provide support for the elementary and secondary departments related to the school improvement process.
-Monitor and facilitate the state accreditation process ensuring that all state requirements are met.

Primary Responsibilities

● Serving students in preschool or public school settings with goals for ASL development virtually and in person
● Providing individual Family or Parent Training as requested by IFSP or IEP team per referral.
● Providing Special Instruction, Specially Designed Instruction or Consultation as requested by IFSP, IEP team per referral
● Collecting and documenting data on IFSP and IEP goals
● Participating in the IFSP/IEP processes, preparing present levels of ASL performance and planning goals and objectives
● Providing American Sign Language classes for students and families in person and/or virtually
● Developing an ASL Curriculum for MECDHH
● Utilize video and online technology and platforms to create ASL materials for instruction and sharing
● Acting in the role of Deaf Mentor for the Regional Peer Support Programs and “Kids Like Me” programs for elementary students and for mid-high school students
● Providing itinerant specially designed instruction to deaf and hard of hearing students communicating in American Sign Language in mainstream settings
● Providing ongoing educational consultation and technical assistance to professionals working with children who are deaf or hard of hearing communicating via American Sign Language in public and private schools throughout designated areas in Maine
● Participating at IEP meetings and provides input into IEPs for students on the ASL Specialist’s caseload
● Providing observation and consultation at student’s mainstream school
● Conducting a summary meeting for staff and parents at the conclusion of the student’s observation
● Providing comprehensive and individualized written reports after on-site observations
● Providing in-service training to professionals related to American Sign Language and/or Deaf Culture
● Providing American Sign Language Evaluations for expressive and receptive ASL skills upon referral
● Writing in-depth and timely evaluation reports at the conclusion of ASL evaluation
● Assisting teachers and support staff in developing appropriate instructional environments to support students access to ASL
● Acting as a resource to instructional staff related to language use, variation, technical signs, communication strategies, etc.
● Participating in periodic programs sponsored family activities in the role of Deaf Mentor/ASL Specialist
● Communicating regularly and documenting on-going family and school communication
● Working with the Statewide Education and Family Services team to develop educational webinars
● Presenting student awareness programs’ for the student and his/her classmates customized to the student’s age and grade, using interactive hands-on materials
● Providing current ASL materials (articles, hand-outs) to the SEFS team, case manager, classroom teacher, and/or parents on topics relevant to that child’s needs
● Communicating regularly with a broad variety of professionals
● Working collaboratively with parents and professionals to develop positive and successful educational programs for students
● Attending and presenting at Deaf Culture Festival and other conferences or events as requested by Director
● Maintaining professional digital calendar of all services and meetings
● Documenting communication and service provision in CINC database or google file
● Reporting monthly activities as requested by Coordinator or Director
● Abiding by all the policies and procedures of MECDHH/GBSD and Federal/State regulations

Required Skills
● Bachelor’s Degree (Masters preferred)
● A minimum of 5 years of experience in Deaf/Special Education
● State of Maine Certification as a 292 Teacher of the Deaf or related certification/licensure
● Background and knowledge in ASL linguistics/Deaf Studies
● Native or Native-like fluency in American Sign Language
● ASL PI score of 4 or higher.
● Experience conducting ASL evaluations.
● Such alternatives to the qualifications listed above as the Board may find appropriate and acceptable
● Prior teaching experience with children who are deaf or hard of hearing
● Knowledge of the variety of communication modalities used by students who are deaf or hard of hearing
● Sensitivity to cultural diversity, race, gender, and other individual differences in the workforce; recognizes the value of diverse perspectives and experiences and fosters a work environment reflective of the community at large.
● Experience using social media and digital technology or a willingness to learn
● Excellent interpersonal and communication skills
● Current CHRC Certificate required

Work Environment
This job operates in a professional office environment in the Falmouth, ME office. 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.

Other Duties
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 review the AKSD Director Prospectus for the full job description, benefits, and application procedure, as well as the school and leader profile at:
https://www.innivee.com/alaska-school-for-the-deaf-director-prospectus-posted-now-accepting-applications/

SUMMARY:

Reporting to the Dean of Student Affairs, the Director of Residence Life and Housing (Director) is responsible for providing leadership in the creation of a dynamic student experience for approximately 1,000 residents in 10+ unique residential facilities across the campus. The Director leads a team of 15 professional and 70 paraprofessional staff who is responsible for proactively engaging in building inclusive living and learning communities that is welcoming to all residents. This position does not conform to a traditional workday/workweek. The Director will be required to work in the evenings or weekends.

PRINCIPAL ACCOUNTABILITIES:

Building an Inclusive and Supporting Living and Co-curricular Experience

Engages with and supports a diverse campus community and fosters a welcoming, supportive, positive, safe, and inclusive environment for all.
Designs and implements a robust residential curriculum that supports learning outside of the classroom focusing on academic, antiracism, diversity, equity, multicultural, social, and educational programming for residents; and engages in cross-divisional collaboration with programs and services within Academic Affairs, Equity, Diversity, and Inclusion, Student Affairs, and other divisions.
Works with Equity, Diversity, and Inclusion on identifying educational and/or systemic barriers that creates a detrimental residential experience or a lack of sense of belonging in the residential facilities; and increases collaboration across units and divisions to develop and implement innovative strategies to increase the retention and graduation of students, particularly, students of color.
Collaborates with all academic departments and non-academic and academic support units and programs to maximize student retention efforts; provides intervention and support services/referrals to students experiencing academic and personal challenges; stays abreast of all reports made by faculty and staff and follows up with students when appropriate; and brings concerns to the attention of the Behavior Intervention Team.
Builds and nurtures a culture of superior customer service; and responds promptly to students, parents and guardians, and other stakeholders on concerns and issues brought to the department’s attention.
Housing Operations

Oversees all residential facilities and related processes to maintain a positive, safe, and healthy living environment; and maintains an operational calendar to address damage assessments, key inventories, room selection and assignments, move-in and move-out processes, and early arrival/late departures, and summer housing.
Develops and implements a marketing strategy designed to increase student on-campus residency rates; maintains and updates the Residence Life and Housing website regularly; and maintains a significant social media presence designed to market Residence Life and Housing programs and services as well as a tool to communicate information to the community.
Responsible for planning and overseeing residence hall renovation projects designed to enhance the student experience; works closely with Campus Design and Facilities Department in determining building priorities and budget development; and manages allocated budget to ensure that projects stay within budget.
Strategic Leadership

Assesses the unit, programs, and services on a regular basis to measure effectiveness and relevancy to the needs of our current students and the University strategic plan; works with all unit professional staff to develop and implement short- and long-term strategic planning to maximize programs and services designed to promote retention and academic success of students; and integrates best practices to address current trends and issues in Residence Life, Housing, and student development in the planning process.
Develops and enhances relationships with key campus partners including, but not limited to, Undergraduate and Graduate Admissions, Student Financial Services, Equity, Diversity, and Inclusion, Parents and Family Engagement, the Department of Public Safety, Dining Services, Campus Stewardship, and the academic colleges.
Serves on the Crisis Leadership Team, Behavior Intervention Team, Persona Non Grata Committee, Strategic Space and Capital Planning Committee, and any other relevant committees as assigned by the Dean.

Supervision & Staff Development

Recruits, selects, trains, supervises, and evaluates the performance of residence life professional staff and paraprofessional staff; and meets regularly with staff through department-wide or supervision meetings.
Builds a positive team culture that emphasizes communication and transparency, opportunities for growth, culture of collaboration, and a strong purpose and core values.
Ensures that all professional and paraprofessional staff are trained in their respective fields; responsible for providing professional development opportunities to ensure all personnel are knowledgeable and aware of their legal obligations and responsibilities as well as staying abreast of current and new developments in their respective professional fields; and collaborates with academic programs and support services to develop a comprehensive training program for paraprofessionals.
Maintains membership in professional organizations relevant to the field of student development, residence life, and housing management; stays abreast in current research and developments in student development, equity, diversity, and inclusion, residence life, and housing management; and participates in conferences and professional development opportunities when possible.

Budget and Administration:

Responsible for the development and oversight of budgets for the unit, programs, and services; and manages the budget to ensure the best use of fiscal resources in alignment with the unit’s mission and the University’s strategic plan.
Participates in the development of the annual fiscal year auxiliary services revenue targets for housing; and participates in a cross-divisional committee focused on marketing and strategy development with the goal of meeting and/or exceeding established revenue goals.
Conducts an annual review of all Residence Life and Housing policies and procedures; ensures that policies and procedures adhere to professional standards and ethics; ensures that all staff and paraprofessional staff enforces policies and procedures in a consistent, fair, and just manner; ensures that all incidents are documented, adjudicated, and resolved as outlined in the Student Handbook; serves as the final appellate level in regards to student disciplinary appeals; and ensures that staff and paraprofessional staff maintain confidentiality in regards to student information and records.
Remains on call evenings and weekends to address residents and residential facilities concerns and issues that may arise; and ensures 24 hours per day/7 days per week coverage for all Residence Life and Housing activities as needed.
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 Qualifications (When the candidate’s resume meets these qualifications, it will be screened in.):

Bachelor’s degree.
A minimum five years of professional experience in student affairs, student development, and/or residential life.
Fluent in American Sign Language.
Preferred Qualifications (While not required, it is an advantage for what the position needs.):

Bachelor’s or Master’s degree in student development, education, counseling, or a field relating to human behavior and/or development.
Management or supervisory experience.
Experience in higher education setting.
Solid experience with building and maintaining both broad and deep relationships with key stakeholders that support the health and well-being of students.
Experience working effectively with student governance groups and experience working collaboratively and successfully with faculty.
Experience with and understanding of assessment processes and knowledge of strategic planning.
Experience in effective financial management.
Knowledge, Skills, and Abilities (Qualities that will help the incumbent be more successful in the position):

Knowledge and advocacy of student development theory, restorative justice, social justice, Title IX, Family Educational Rights and Privacy Act, the standards of due process and student affairs trends in higher education.
Demonstrated commitment to valuing diversity and contributing to an inclusive working and learning environment.
Excellent writing skills.
Proven ability as a strong supervisor who is skilled in building a sense of team, maintaining open lines of communication, offering relevant professional development opportunities to stay current in the field.
Evidence of creativity and innovation in problem solving and strategy implementation.
Strong organizational and project management skills, and ability to multi-task in a fast-paced, high-volume environment.
Demonstrated commitment to equity and inclusion in both leadership and policy setting.
Excellent communication skills and the ability to communicate complex issues with clarity.
Enthusiasm for and demonstrated commitment to supporting a student body that is broadly diverse with regard to gender, race, ethnicity, nationality, socioeconomic status, sexual orientation, gender identity, and religion among other factors.
Proven success in persuading others, adapting communication to various audiences, and facilitating presentations.
The successful candidate will undergo a background check that must be cleared prior to working at Gallaudet University.

Gallaudet University is an equal opportunity employer/educational institution and does not discriminate on the basis of race, sex, national origin, religion, age, hearing status, disability, genetic information, covered veteran status, marital status, personal appearance, sexual orientation, family responsibilities, matriculation, political affiliation, source of income, place of business or residence, pregnancy, childbirth, or any other unlawful basis. This policy is in compliance with Title VII of the Civil Rights Act, the Americans with Disabilities Act, the Rehabilitation Act, the Age Discrimination in Employment Act, the District of Columbia Human Rights Act, and other applicable laws and applies to all procedures affecting applicants and employees including, but not necessarily limited to: recruitment, hiring, placement, promotion, transfer, reassignment, reappointment, tenure, demotion, selection for training, layoff, furlough, and termination, compensation, and all other conditions or privileges of employment.

COMPENSATION:

LEVEL: 11

SALARY: Commensurate with experience and qualifications

FLSA: Exempt