This position is not a State of Michigan position; it is a Michigan School for the Deaf contracted position.

Description:
Michigan School for the Deaf (MSD) is a day and residential facility for students who are Deaf and hard of hearing. This position functions primarily as a Speech and Language Therapist with an emphasis on augmentative and alternative communication for the school portion of the Michigan School for the Deaf. MSD is seeking an imaginative, self-motivated, student-focused educator with a high level of curiosity, humility, and passion for student learning and growth. This individual will work collaboratively, as a part of a multidisciplinary team, to provide speech and language therapy services and to facilitate the consideration, trial, and implementation of AAC technology and strategies that support students. This role requires the belief that both students and adults can utilize multiple languages and communication modalities to improve educational environments and outcomes. It is anticipated and expected that all functions of this position will help to advance the mission and vision of MSD.

Michigan School for the Deaf – Mission Statement:
To provide academics and social excellence – rich in ASL and English literacy for all students from infancy to graduation, to be the leader in educating Deaf and Hard of Hearing children in Michigan, and to provide services to their families and the community.

Michigan School for the Deaf- Vision Statement:
MSD graduates students empowered with a positive Deaf identity and who demonstrate the knowledge, confidence, and leadership to become contributing citizens in a diverse, technological, and democratic society.

BASIC FUNCTION:
Collaborate with IEP teams to efficiently and adequately consider, select, trial, implement, and evaluate the effectiveness of communication technology
Reflect on current best practices, processes, and/or systems to promote AAC use in the classroom
Communicate student progress and development with parents and staff in a timely fashion
Establish a cooperative relationship with all students
Educate families and raise awareness about American Sign Language (ASL)/English bilingualism and the importance of a strong first language foundation for Deaf and hard of hearing (DHH) children
Use knowledge of curriculum, instructional expectations, and learning environments to support student engagement and growth
Provide consultation in partnership with educators, families, and students to increase independence with communication in a variety of environments and provide access to instruction
Facilitate opportunities for diverse, interprofessional collaboration to identify potential solutions, come to consensus, and support student and educator growth
Design and deliver engaging and informative job-embedded supports (e.g., coaching, PLC, workshops, training sessions) for families and teachers
Design and implement therapeutic intervention strategies
??Maintain student records and progress notes.
Participate in IEPs addendums, REEDs, parent/teacher conferences
Prepare reports and prepares documents related to the work such as speech evaluations, IEP reports, individual goals and objectives and progress reports.
Maintain awareness of technology innovations to inform future technology applications and purchases
Maintain a personal professional development agenda to ensure the acquisition of knowledge and skills about new developments in learning, coaching, and technology as they become available
Demonstrate effective skills in evaluating and providing services to students who demonstrate one or more of the following communication delays that adversely affects educational performance:
Articulation impairment
Voice impairment
Inappropriate language functioning for the child’s age in the areas of phonology, morphology, syntax, semantics, or pragmatic use of aural/oral language

QUALIFICATIONS:
Possession of a Master’s Degree in Communication Sciences and Disorders.
Certificate of Clinical Competence from the American Speech-Language Hearing Association (ASHA) and a State License in Speech Pathology is required for all levels.
Clinical Fellows (CF’s) are welcome to apply.
Experience with AAC technology is preferred. MSD is willing to pay for training.
Sign Language is preferred, but not required for hire. MSD will provide ASL classes.

DESIRED QUALIFICATIONS:
Strong interpersonal, written, and communication skills
Embrace a team-based collaborative approach focused on building the capacity and knowledge of all stakeholders
Knowledgeable of special education laws, including but not limited to the Individuals with Disabilities Education Act (IDEA)

SALARY:
Commensurate with experience.
Benefits package is available.

WORK ENVIRONMENT:
Michigan School for the Deaf is a bilingual, bicultural school operated by the Michigan Department of Education. All students enrolled are Deaf and hard of hearing. The primary mode of communication is American sign language with written communication in English.

Work is performed in an office, school or community environment and involves continuous contact with staff, representatives of resident school districts, outside agencies, and members of the public.

Michigan School for the Deaf website:
http://www.michiganschoolforthedeaf.org/content/employment

Oversee a variety of professional assignments to improve the speech functions of Deaf students in a residential school setting.
Individual tasks related to the duty include but are not limited to:
• Evaluates and diagnoses speech disorders of students.
• Designs and implements therapeutic intervention strategies.
• Maintains student records and progress notes.
• Participates in individualized education program (IEP) team meetings and multidisciplinary evaluation team meetings.
• Conducts annual reviews and re-evaluations of IEPs, addendums/revisions, review of existing evaluation data (REED), and participates in
parent/teacher conferences, open houses, and where appropriate, MSD family nights.
• Performs a wide range of screening and diagnostic tests.
• Prepares reports and prepares documents related to the work such as speech evaluations, IEP reports, develop individual goals and objectives.
•Consults with and advises staff, as well as local agencies, in establishing and maintaining screening programs and related
services for speech impaired children in accordance with Public Health Code, rules, and policies.
• Ensures the students with speech/language needs receive appropriate services including evaluation, treatment, plans and conducts therapy
assessments and collects data.
• Consult with children, parents, teachers and other professionals concerning speech, remediation and education of children with hearing and/or
speech impairment.
• Consult with audiologist to coordinate proper training for students.
• Consult with the development and implementation of educational programming to meet specific needs of children with speech and language
impairment.
• Performs related work as assigned.

BENEFITS:
• Health, mental health, dental, vision, and life insurance coverage for the whole family
• No-cost life insurance at double your annual salary, paying up to $200,000
• No-Cost vision insurance
• Disability coverage providing extended benefits and partial pay
• Supplemental pay and insurance during some military leaves
• 15-35 paid personal days per year
• 13 paid sick days per year
• 12 weeks of paid parental leave after a birth or adoption
• Up to 14 paid holidays per year. Including New Year’s and Christmas Eve, Memorial and Labor day, Thanksgiving, Veterans Day, and Juneteenth
• Up to 1 paid day of school and community leave annually
• 401(k) and 457 enrollment offered to new hires with multiple investment options
• 4%automatic contribution by the state for 401(k) plans
• Up to 5% match for additional 401(k) account contributions
• State contributions fully vest after 4 years
• Funds may be rolled-in from previous retirement accounts
• AND MORE!

The DDE program is looking to fill three Non-Tenure Track lecturer positions. The faculty member will teach courses and supervise student teachers in the field. There may be additional responsibilities such as advising students, mentoring students, or coordinating placements. This program will prepare students to become teachers of deaf and hard-of-hearing students at the elementary, middle and secondary level. This is a nine-month position with summers off. There is an option for additional summer contract to teach summer courses if they are available. This position will start August 2025.

Major Accountabilities

Teach courses in the Department of Deaf Education.
Supervise and Evaluate Student Teachers during their Student Teaching experiences.As
sist the Department Chair and Program Coordinator in placements, assessment, and mentoring.
Assist the program in writing grant proposals and scholarly activities.Parti
cipate in department, college, and university committees and activities.
Participate in professional organizations and professional development activities regarding teacher education and supervision.
Participate in diversity and communication work for the university.
Collaborate with RIT/NTID faculty and staff on special projects occasionally when applicable.

FUNCTIONS and RESPONSIBILITIES
•Knowledge and respect for the cultural norms and language of the Deaf community.
•Experience establishing a creative environment in which science is explored, discovered, and observed both in and out of the classroom.
•Experience working with children and implementing effective science instruction.
•Experience collaborating with colleagues to build an interdisciplinary world-class science program while cultivating a school environment that prioritizes science and makes learning visible to the community.
•Proficiency in delivering content area knowledge; ability to teach science classes including classroom instruction and lab rules and safety regulations and ensuring that all students understand classroom expectations
•Knowledge of instructional technology and its applications to the teaching of science.
•Deliver a rigorous and relevant science curriculum while maintaining a positive learning environment.
•Plan, develop, and execute lesson plans and provide instruction for individual students, small groups, and remedial instruction to meet the unique learning needs of students or subgroups.
•Assess student learning by using a variety of formal and informal methods.
•Apply knowledge of best practices in curriculum, instruction, and assessment, and methods of supporting and extending instruction and student learning.
•Prepare and correct examinations and proctor state assessments.
•Assess student learning to inform instruction.
•Apply knowledge of school policies and city and state laws.
•Participate in conferences with students and parents; individual guidance of students; and service on school committees.
•Participate in appropriate professional development activities to stay current in assigned teaching fields, programs, and discipline, as well as in the delivery of remote learning.
•Attend professional development days mandated by the Principal
•Provide synchronous and asynchronous remote learning instruction when directed by the Principal or per teaching assignment.
•Participate in the IEP process as needed.
•Manage recording and publishing student attendance and grading system on the school information system.
•Communicate school and district programs, policies, and procedures to students, staff, parents, and community, as directed by the Director.
•Participate in Professional Development/Professional Learning Communities (PLC), New Staff Orientation (as applicable): to provide exceptional student achievement; to establish the foundations for successful classrooms: ambitious vision and goals, purposeful long-term plans, and unit plans, rigorous assessments, strong relationships, and positive classroom cultures.
•Use student data to inform decision-making, develop and modify curriculum, and develop targeted and differentiated instruction (interventions/enrichment).
•Implement school-adopted curricular resources. Assist with the creation, completion, and presentation of school reports, as well as required reports for the district.
•Determine the need for curricular materials, assessment materials, and instructional resources; communicate ordering needs with the Principal.
•Perform other related duties as assigned to ensure the efficient and effective functioning of the work unit.
REQUIREMENTS:
Education:
•Bachelor’s degree in Science Education, or other related field
•Master’s preferred
•ASL Proficiency required

Certification:
•RI Certificate in an academic content area (Science)
•RI Certificate in Teacher of the Deaf

•FUNCTIONS and RESPONSIBILITIES:
•Demonstrate knowledge and respect for the cultural norms and language of the Deaf community.
•Create and deliver a curriculum that creates and maintains a positive learning climate that incorporates rigor and relevance.
•Plan, develop, and execute lesson plans and provide instruction for individual students, small groups, and remedial instruction to meet the needs of identified students or subgroups.
•Assess student learning by using a variety of appropriate formal and informal methods.
•Apply knowledge of best practices in curriculum, instruction, assessment, and methods for supporting and extending instruction and student learning.
•Services shall include preparing and correcting examinations, proctoring, and substituting.
•Assess student learning to inform instruction.
•Apply knowledge of School policies and City and State laws.
•Services shall also include the customary conferences with students and parents; individual guidance of students; and service on school committees.
•Expected to participate in appropriate professional development activities to stay current in their assigned teaching fields, programs, and discipline, as well as in the delivery of remote learning.
•Attendance at professional development days as determined by the Principal is mandatory.
•Provide synchronous and asynchronous remote learning instruction when directed by the Principal or per teaching assignment.
•Participate in the IEP process as needed.
•Manage daily, the recording and publishing student attendance and grading system on the school platform.
•Adhere to communication of policies as a member of the certified instruction team and communicate school and District programs, policies, and procedures to students, staff, parents, and community, as directed by the Director.
•Participate in Professional Development/Professional Learning Communities (PLC), New Staff Orientation (as applicable): to provide exceptional student achievement; to establish the foundations for successful classrooms: ambitious vision and goals, purposeful long-term plans, and unit plans, rigorous assessments, strong relationships, and positive classroom cultures.
•Use student data to inform decision-making, develop and modify curriculum, and develop targeted and differentiated instruction (interventions/enrichment).
•Implement school-adopted curricular resources. Assist with the creation, completion, and presentation of school and district reports, as well as required reports for the district.
•Determine the need for curricular materials, assessment materials, and instructional resources; communicate ordering needs with the Principal.
•Perform other related duties as assigned to ensure the efficient and effective functioning of the work unit.
•Provide instruction to deaf, hard-of-hearing, and/or language-delayed children.
•Create, with the students, a community of learners where students feel respected and honored.
•Design curricula and activities to meet academic standards and IEP goals.
•Communicate learning goals, high standards, and expected outcomes to students.
•Engage in building positive relationships with parents and collaborate with colleagues, to enhance each student’s ability to learn most effectively.
•Support the mission of the Rhode Island School for the Deaf.

Education:
•Bachelor’s degree in Secondary Social Studies Education, or other related field
•Master’s preferred
•ASL Proficiency required

Certification:
•RI Certificate in an academic content area (Secondary Social Studies)
•RI Certificate in Teacher of the Deaf

ESSENTIAL JOB FUNCTIONS:
*Plan and operate the learning system in the school building.
*Collaborate and actively support other school administrators on campus.
*Articulate, implement, and maintain the school’s vision following the current Strategic Plan.
*Plan, implement, and evaluate instructional programs, including the school’s objectives and strategies.
*Assist grade-level teams/departments and individual teachers to set appropriate goals.
*Plan, develop, and maintain a school climate that fosters high expectations, high student achievement, and sound decision-making.
*Select, assign, evaluate, and develop a staff that will positively impact student learning.
*Supervise and evaluate staff as required by the policies of the school.
*Establish high expectations for student achievement, which are directly and thoughtfully communicated to students and teachers.
*Establish clear rules and expectations for the use of time allocated to instruction.
*Design, implement, and assess comprehensive professional development programs tailored to meet the instructional needs of all staff from grades 1 through 12.
*Plan, design, and operate an internal, external, and personal communication system that utilizes high-quality communication skills in both English and ASL with families and the community.
*Use appropriate human relationship skills when dealing with various individuals and groups within and outside the school system.
*Conduct periodic building/classroom needs assessments.
*Accept and provide appropriate input to develop requests for funding reflective of identified needs.

POSITION: Speech & Language Teacher

(10-month position) Hours: 8:30 – 3:00; extended day on Thursday (4:00 pm)
Lunch 50 minutes/ 25 minutes when on duty
Follows Educational Calendar

PRIMARY RESPONSIBILITIES:
1. Facilitate students’ growth in auditory receptive skills, speech reading,
speech production and receptive/expressive language. Provide development
of a variety of communication strategies to enable each student to interact
effectively dependent upon the linguistic situational environment.
1.1 Administer and interpret assessment battery to include:
 Structure and function of oral mechanism
 Functional auditory skills
 Phonetic/phonologic speech production
 Speech reading skill
 Receptive/expressive language
1.2 Plan and implement individualized auditory/speech/ language planning
based upon assessment findings to include:
 Auditory training for optimum utilization of aided residual hearing.
 Development of suprasegmental and segmental features of speech
 Oral motor therapy to maximize muscular strength for the purpose of speech production
 Speech reading
 Conceptual, pragmatic, semantic and syntactic language development.
 Plan and facilitate lessons for bi-lingual and bi-modal instruction/support (English/ASL) based on individual student needs
 Integrate curriculum content with speech, auditory and language goals
2. Maintain daily performance records for IEP documentation, Medicaid session notes, and preparation of progress reports, such as annual and triennial reviews.
3. Maintain appropriate student amplification.
3.1 To insure proper functioning of amplification equipment:
 Troubleshoot FM classroom hearing aids prior to beginning each therapy session.
 Troubleshoot personal hearing aids (if available) periodically.
3.2 Educate and monitor students’ care and use of amplification.

RELATED RESPONSIBILITIES:

1. Conference with classroom teacher/parent to discuss student progress, specific communication needs and carryover goals for classroom/home.
2. Collaborate with audiologist to explore and implement alternative
programs/techniques/devices to enrich auditory and speech/language development.
3. Initiate referrals to appropriate personnel for evaluation (dental, otological, psychological, neurological, etc.)
4. Participate in interdisciplinary conferences and implement recommendations
within individualized program.
5. Evaluate students for both annual and triennial reviews.

PROFESSIONAL QUALIFICATIONS:

1. BA or BS in Speech Pathology/Audiology (preferred)
2. MA or MS Degree in Speech Pathology/Audiology and/or NYS Certification in Speech and Hearing Handicapped. (or Clinical Fellowship Candidate CFY)
3. TSHH (Teacher of the Speech and Hearing Handicapped) and TSLD (Teacher of Speech/Language Disability) Certificate
4. Knowledge in the following areas:
 Deafness
 Sign Language
 Behavior Management
 Multiple disabilities
5. Membership in Professional Organizations (preferred)
6. Record of attendance at NYSED Medicaid training seminar, or willingness to attend.

PERSONAL QUALIFICATIONS:
 Good rapport with children
 Ability to communicate effectively

REPORTING RELATIONSHIP:
Supervisor, Department of Speech, Language and Audiology.

SALARY RANGE
$66,900- $107,300
“An Equal Opportunity/Affirmative Action Employer”

POSITION: Classroom Teacher
Hours: 8:30a.m – 3:00 p.m.; Thursday 8:30a.m – 4:00p.m
 10-month position Schedule-Follow Professional Calendar
 182 days
 Plus 2 parent meetings (evenings)
CLASS RATIO: 6:1:1 or 6:1:2

PRIMARY RESPONSIBILITIES:

To work in a collaborative manner with colleagues to assure the educational, social-emotional development of students with various disabilities; teach Upper or Lower School subjects according to NYS Common Core Standards. Follow NYS Education Department (SED) Part100 and 200 school regulations with necessary adaptations for individual IEP goals.

I. CURRICULM AND INSTRUCTION:
Develop unit plans, lesson plans and maintain plan books in curriculum areas according to NYS requirements with consideration of needs and abilities of diverse student learners.
 Follow daily program teaching points of lesson plans, and best practices as they relate to the lesson.
 Leave planned lessons and materials available at all times for acquired substitute.
 Implement special education approaches with approval of Supervisor and within framework of school philosophy and goals.
 Prepare special programs and/ or shows for schoolwide activities as needed.
Prepare IEP’s. Review and update as required.
 Keep currently aware of capabilities and limitations of each child through daily ongoing evaluation
of student records, and teacher developed and standardized testing.
 Study and utilize each child’s learning style.
 Obtain and analyze student-writing samples annually.

II. LANGUAGE/ COMMUNICATION:
 Use appropriate communication modalities to maximize language access and development.

PROFESSIONAL QUALIFICATIONS:
1. B.A. or B.S. in an Education related area.
2. MA in Education of the Deaf or complementary area of Education if B.A. or B.S. in Education of Deaf.
3. NYS Certification in Education of Students who are Deaf
4. N-6 or Early Childhood Education, if applicable.
5. For Speech Teachers: B.A. or B.S in Speech/Audiology and NYS License in Speech/Language Pathology.
6. SCPI or ASLPI rating score (proficient or above).

BENEFITS:
 Multi-discipline staff available for consultation.
 Opportunity to participate in professional courses, conventions, conferences or other Professional Development.
 Classroom materials as class needs indicate.
 Preparation periods in accordance with school policy.
 Participate in Health, Accident, Disability, Retirement, Annuity, Vision and Dental plans.
 Personal leave for illness/death/special needs as indicated in personnel policies.

REPORTING RELATIONSHIP:
Department Supervisor, Executive Director
Application Process: Interested persons – email a cover letter, resume and any copies of certifications to Personnel at [email protected] and cc: [email protected]
Closing Date: Open until filled. For a position descriptions please visit our website under the contact us tab.
“An Equal Opportunity/Affirmative Action Employer”

POSITION: School Principal
Hours: 8:00 am – 4:00 pm

12 month Vacation: 3 weeks (plus December break)

GENERAL RESPONSIBILITIES:

Serves as the Educational leader who brings together all resources available for the benefit of the school community, its students and their families.
Provides oversight of the best possible programming for all students (Preschool, School Age programs) in alignment with their educational goals, identifies and promotes achievement of instructional goals.
Provides leadership and oversight of all education programming (Article 43, School Age and Parent Infant Programs) consistent with all relevant policies and procedures (ie. NYSED, DOH, SJSD).
Works closely with all members of the Administrative Team and school community to promote the achievement of school wide goals.
Serves as the leader of the School Safety Committee and as the designee for the Executive Director in his/her absence. Assists the Executive Director by implementing all school wide goals, policies and procedures (i.e. SJSD Personnel Policies and SJSD Policies and Procedures Manual).

I. JOB FUNCTIONS – Include, but are not limited to, the following:
1. Supervises: All teaching Staff, Teacher Assistants, and the Educational Department Secretary in the 10 months and ESY programs.
2. Works daily in the classroom supervising assigned staff.
3. Conducts observations of students, scheduling and programming to insure implementation of IEP mandates, including academic and support services.
4. Attends annual District CPSE and CSE meetings as needed.
5. Evaluates student’s progress and initiate referrals for support services as needed.
6. Supervises and reviews the preparation of student records (attendance, IEPs, report cards, confidential folders, student files).
7. Supports staff in achievement of individual performance goals and objectives, to include documentation of observations and data performance meetings.
8. Implements school wide duty schedules to include content areas, specials, lunch, recess, arrival, dismissal, etc. Assists in implementing service provider schedules.
9. Works closely with the Curriculum Coordinator to monitor implementation of curriculum training, professional development and any curriculum adaptations to support the needs of deaf students. Assess and identify curriculum needs for the department. In conjunction with the Curriculum Coordinator, monitor unit plans and lesson plans.
10. Meets with classroom teachers to instruct, model, and support them as they implement instructional and assessment procedures related to the curriculum.
11. Acts as a resource person for the school on a daily basis.
12. Maintains and archives file of all necessary school year info (memos, class list, etc).
13. Is a visible presence throughout the day. Assist with supervision of students at breakfast, lunch, arrival and dismissal.
14. Interviews, recommends, and helps assign new hires. Evaluates and recommends terminations of direct care staff.
15. Attends parent-teacher conferences.
16. Coordinates department special events such as student incentive/rewards programs and graduations.
17. Facilitates and maintains open communications between staff and guardian/parents for both general school student specific information.
18. Develops and implements discipline procedures for all students. Assists with student disciplinary efforts by offering recommendations to the Child Study Team that will assist the child in achieving academic, social and emotional success.
19. Maintains and coordinates the School Safety Team, Emergency Plan, Fire Drills, NYFD Regulation requirements in conjunction with the Executive Director’s office.
20. Assumes responsibilities of School Nurse if substitute is unavailable.
21. Approves requests from staff for personal days or other leave time requests.
22. In collaboration with the social worker, creates and maintains parent contact to discuss/inform them of school related concerns.
23. Maintains a current main bulletin board to keep staff knowledgeable of all relevant correspondence and notices.
24. Develops and coordinates a Federal Budget in conjunction with Business Office Manager and Executive Director
25. Develops and coordinates the Educational Department Budget.
26. Assists with any responsibilities as defined by the Executive Director.

RELATED RESPONSIBILITIES
1. In the event of the absence of the Executive Director, assume full responsibility for the efficient running of the program, to include the execution of policies, regulations and professional matters within the school.
2. Serve as a member of:
 Administrative Council
 St. Joseph’s Advisory Council (when applicable)
 Child protection Committee
 Child Study Team

PROFESSIONAL QUALIFICATION/Requirements
1. New York Certification
a. School Building Leader (SBL) or School District Leader (SDL)
b. Education of the Deaf
c. General Education, Early Childhood Education, or Special Education (preferred)
d. American Sign Language Proficiency (ASLPI rating 4-5)
2. Experience
a. Three (3) years experience in supervision.
b. Three (3) years experience as a teacher of elementary/middle school.
3. Knowledge of Federal and States statutes and laws concerning educational programming.
4. Ability to perform duties as necessary for the efficient running of the school and/or as directed by the executive Director.
5. Fosters school wide instructional goals using a bilingual-bimodal approach.
6. Establish and foster a strong positive climate and culture among staff and students.
7. Design and implement professional development activities for staff.
8. Seek regular opportunities for their own professional growth through participation in educational/professional development activities and through organizational memberships, publications, conferences, etc.
9. Maintain professional standards wherein growth is encouraged, and is conducive to the educational process and the positive development of academic, social and emotional skills for students.
10. Must maintain confidentiality and professionalism.
11. Knowledge of and ability to use technology (i.e Microsoft Office, Excel, Zoom, Google).

PERSONAL QUALIFICATIONS
Possess:
1. Ability and willingness to communicate effectively with all staff, students, families and public.
2. Ability to clearly articulate in English and American Sign Language (ASL).
3. Ability to motivate, encourage, and work with staff to ensure outstanding performance.
4. Ability to be decisive, flexible and open to change.
5. Ability to assume a leadership role and maintain professional integrity.
6. Excellent communication and interpersonal skills.
7. Ability to participate collaboratively and effectively in team settings.
8. Ability to create an atmosphere of mutual trust, respect, and openness.

REPORTING RELATIONSHIP
Reports directly to the Executive Director.
Application Process: Interested persons – email a cover letter, resume and any copies of certifications to Personnel at [email protected].
Closing Date: Open until filled. For a position descriptions please visit our website under the contact us tab.

EXECUTIVE DIRECTOR (12 month)
The St. Joseph’s School for the Deaf is seeking a highly effective and visionary educational leader and manager as its Executive Director. Reporting to the Board of Directors and adhering to all New York State, City and applicable federal regulations, the Executive Director will lead the development of strategic priorities and the operation of educational programs that support the overall mission of the school for a diverse population of students. This individual will also oversee and manage all operations, finances, and facilities.
The Executive Director needs to be a creative innovative thinker and problem solver who has demonstrated the ability to work collaboratively with a variety of stakeholders and support a positive culture of inclusion, teamwork and respect.

ABOUT ST. JOSEPH’S SCHOOL FOR THE DEAF
St. Joseph’s School for the Deaf (SJSD), an historically significant architectural structure constructed in 1913, occupies 12 acres of tree-lined property located in the Throggs Neck section of the Bronx in New York City. Founded in 1869 by the Daughters of the Heart of Mary, it grew from its original site, expanding to locations in the Northeast section of the Bronx and Brooklyn. SJSD’s Throggs Neck campus is its sole location today. The property comprises a school building, a well-manicured baseball field, 2 children’s playgrounds and multiple garden beds that make up the SJSD Children’s Garden. With a large sprawling field and majestic Oak trees, the property allows for wide open green space where our students can enjoy the great outdoors.
Serving a diverse student body from New York City and lower Westchester, St. Joseph’s School for the Deaf is proud of its commitment to education and its tradition of caring. The school provides programming for children from birth to age 14. We offer multiple layers of support to families through our Deaf Infant Program, multiple weekly sign language classes (both in person or online) and a weekly Parent Education Support Group.
Educational Programming at SJSD adheres to both New York State Education Department standards and best practices in the field. Instruction is delivered through a multi-lingual, multi-modal approach. We hold the belief that our program can address Deaf students’ various and unique learning needs. We excel at addressing the needs of each child who possesses various and unique learning styles, modes of communication (to include Augmentative and alternative communication (AAC), spoken language, and signed language). We work to maximize their capacity to learn English and American Sign Language using an approach that encompasses exposure to and development of signed, written and spoken language in varying and equally important configurations. Our belief is that we deliver programming that best serves deaf students in the least restrictive environment (LRE).
SJSD Executive Director Position Description and Application Details – 2

MISSION STATEMENT
St. Joseph’s School for the Deaf will maximize the potential of each student and foster competence in literacy, critical thought, citizenship and personal independence through educational experiences that are purposeful, equitable and engaging.

PRIMARY RESPONSIBILITIES
The Executive Director is responsible for overall management of the total program, facility, and operations in a manner consistent with the directives of the Board of Directors and the regulations of the New York State Education Department. The Executive Director is responsible to lead the development of educational goals and programs to meet the educational needs of the students and fulfill the mission of the school.

School Leadership:
1. Direct all aspects of the school programs according to Best Practices and the New York State Education Department (NYSED) Requirements.
2. Hire and supervise all members of the Administrative Council and supervisors whose responsibilities include school operations, finance, personnel, facilities, technology, and development.
3. Oversee the development and the implementation of the School’s strategic plan: develop goals, benchmarks for success, and action plans in collaboration with the Leadership Team.
4. Oversee the development and the implementation of school policies and procedures in collaboration with the Administrative Council: review and update school policies periodically to correlate with all related agencies, mandates and policies (i.e., New York State Education Law, New York State Department of Labor, Worker’s Compensations and Disability Benefits Law, New York State Retirement Systems and New York City Department of Health (NYCDOH) Bureau of Day Care Regulations).
5. Hire, terminate and grant leaves of absence for all personnel.
6. Serve as the primary liaison to the Board of Directors to develop and execute policies and decisions on behalf of the Board, keep the board informed of school operations, and report progress on implementation of the strategic plan.
7. Work with the Business Manager to develop and maintain the School’s facility capital, operating and department budgets; submit financial reports and budgets to the Board of Directors on a regular basis.
8. Protect the School’s legal interests and maintain its operations within the law; retain and work with counsel to obtain opinions and handle any claims.
SJSD Executive Director Position Description and Application Details – 3
External Relations:
1. Lead efforts to secure funding for the School from the NYS Executive Budget and work with those involved in that process (Legislators, New York State Education Department., etc.)
2. Serve as liaison between St. Joseph’s School for the Deaf, the 4201 Association, New York State Education Department (NYSED), and the New York City Department of Education (NYCDOE).
3. Develop and maintain relationships with key external constituencies, stakeholders and relevant external agencies to guide strategies for professional development, continuity of innovative programming, and strategic planning.
4. Direct the School’s public relations activities.
5. Participate in the development and implementation of legislative agendas on local, state and national levels to influence legislation in the best interest of Deaf students, their families and the School.
6. Research and write grants and letters of support to foster support for special projects.
QUALIFICATIONS
1. New York State School Building Leader (SBL) Certification
2. Master’s degree in Education of the Deaf or a related field
3. Minimum of 3-4 years experience as a School Director, Principal and/or Senior Administrator
4. Sign Language Proficiency, Advanced or above
5. Experience working with Deaf and Deaf Plus (Special Needs) students
6. Excellent communication skills (spoken and/or signed and written)
7. Demonstrated success in leading a complex educational environment
8. Outstanding organizational skills: capacity to manage multiple responsibilities and competing demands
9. Strong strategic thinking and problem-solving skills
10. Commitment to fostering a collaborative, professional, and respectful workplace