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

Primary Responsibilities
Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
● Provides comprehensive and varied administrative and clerical support to the Director of Deaf Education Programming, South Pre-K to Grade 5 Coordinator, South MS/HS Coordinator, and North Pre-K to HS Coordinator
● Communicates orally and in writing with MECDHH/GBSD staff, parents, related service providers, community members, external organizations, school districts, Child Development Services (CDS), and Maine Dept. of Education personnel in an effective and professional manner
● Coordinates student transportation with transportation providers and parents
● Maintains organizational databases and provides technical support to staff as needed (Infinite Campus, First Class)
● Completes required state and federal reports accurately and in a timely manner
● Enters purchase requisitions and maintains budget line items for the department
● Maintains and coordinates time sensitive, state mandated meeting schedules and associated documentation
● Assists Director with schedule/calendar
● Maintains preschool, academic and special education files, documentation and correspondence
● Resolves administrative problems by coordinating preparation of reports, analyzing data, and identifying solutions
● Maintains supplies inventory by checking stock to determine inventory level; anticipates needed supplies; places and expedites orders for supplies; verifies receipt of supplies
● Maintains professional and technical knowledge by attending educational workshops; reviewing professional publications; establishing professional networks; participating in professional societies
● Schedules, organizes, and prepares documentation/presentations for complex activities such as meetings, travel, conferences and department activities for the Director
● Acts as a liaison with other departments and outside agencies by handling confidential and non-routine information and explaining policies/procedures when necessary
● Works independently and within a team on special non-recurring and ongoing projects
● Acts as project manager for special projects, at the request of the Director, which may include: planning and coordinating multiple presentations, disseminating information, coordinating bulk mailings, and creating brochures
● Types and designs general correspondence, handbooks, memos, charts, tables, graphs, business plans, etc.
● Proofreads copy for spelling, grammar and layout; is responsible for accuracy and clarity of final copy
● Answers phones for the Director and the department, takes messages or fields/answers all routine and non-routine questions, and works in cooperation with other administrative assistants to cover phones
● Abides by all the policies and procedures of MECDHH/GBSD and Federal/State regulations

Required Skills
● Minimum of three years’ experience as an Administrative Assistant/Office Manager, preferably within an educational or early intervention setting
● Proficiency and accuracy in word processing & spreadsheets such as Word/Pages, Excel/Numbers, PowerPoint, Web-Based and electronic communication software programs, directory maintenance
● Exceptional and effective oral, written and interpersonal communication skills
● Exceptional phone skills
● Ability to exercise independent judgment, flexibility and prioritize tasks, work independently and maintain high levels of confidentiality
● Working knowledge of office procedures/management and policies, filing (electronic and manual) and operation of various office technologies
● Demonstrate a high level of discretion and judgment in dispensing information
● Willingness to learn American Sign Language
● Current CHRC (fingerprint) certificate 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, or crouch. 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
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.

We strongly encourage women, minorities, individuals with disabilities and veterans to apply to all of our job openings.

Gallaudet University seeks to hire a Full Professor for a faculty position in the PhD in Educational Neuroscience (PEN) program with two exciting leadership responsibilities, including serving as Director of the PEN program and Co-Principal Investigator of the NSF-Gallaudet Science of Learning Center, Visual Language and Visual Learning (VL2). Applications from Advanced Associate Professors will also be considered. For more information, please go to https://tinyurl.com/PENfaculty, job ID = 75.

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

Plan rigorous lessons aligned to the college and career ready bar. Use the Louisiana State Standards, the ACT College Readiness Standards, and the school’s internal curriculum to align all of your planning.
Utilize curriculum assessments at the daily, weekly, and unit level to measure what your students learned: Daily Exit Tickets (formative) to know if you were successful in teaching that day; Weekly or Unit Assessments (summative) to assess students learning. For each assessment, create your ideal student response or mastery response to clearly define the bar of rigor your students must reach.

Execute the lessons you’ve planned with fidelity and at the highest level, ensuring 100% of your students are engaged in your lesson and doing rigorous thinking at every moment.
Bring passion, joy, and energy to your execution. Ensure students reflect the level of passion, joy and energy you feel as a result of your execution.

Commit to a minimum of one hour, two days per week of tutoring. Additional compensation will be paid for actual hours spent tutoring.

Actively participate in all team meetings including but not limited to: our daily Morning Meeting, Weekly Grade Level and/or Department meetings, Professional Development, Network Wide Data Days on a quarterly basis, and Monthly Professional Learning Community meetings.

Application Information
SUMMARY:

Reporting to the President and working closely with the Chair of the Board of Trustees and the University’s Chief of Staff, the Board of Trustees Liaison (“Liaison”) is the primary liaison between the Board of Trustees, the President, the University’s executive leadership team, and shared governance entities. The Liaison provides the strategic, high-level support and coordination necessary for the Board and their work to be well-represented to key stakeholders, including internal and external University constituents.

With attention to detail to ensure that the Board experiences world-class service and support, the Liaison facilitates the work of the Board, manages all aspects of the Board’s workflow, tracks the status of policy and other action items requiring Board review, and coordinates the passage of those items through the Board’s governance structure. The Liaison will develop and implement a comprehensive board engagement plan to strengthen the Board’s overall effectiveness.

The Liaison will also provide high-level executive support to the Office of the President for significant communications, projects and events when leadership representation and coordination or when support for the Board is needed. The Liaison oversees communications from the Office of the President regarding Board decisions and coordinates institutional communications with the Board. The Liaison will serve as a senior advisor to the University’s executive leadership team to promote positive and effective board relations.

PRINCIPAL ACCOUNTABILITIES:

Board Relations Duties

Provides high-level support with various operational and administrative functions for the Board, including managing the Board’s budget, maintaining and updating the Board by-laws, and monitoring Board-related contracts.

Engaging appropriate resources as needed, provides the Board with strategic guidance and direct drafting support on various communications, presentations, internal and external memos, resolutions, letters, presentations, and other communications as requested.

In consultation with the President and Board Chair, plans the Board agenda and coordinates all logistics, including travel and accommodation requests, related to activities of the Board and committee meetings, special meetings, retreats, and annual meetings.

Knowledgeable regarding Congressional Relations, US Department of Education, the Education of the Deaf Act, serves as a subject matter expert to the Board and the President on University policies, procedures and operations, and all governance and by-laws pertaining to the Board, to ensure compliance with and that correct protocol is followed for any official action taken by the Board.

Develops and track strategic goals, yearly objectives and fiduciary responsibilities for the Board and Board committees.

Establishes planning and communications calendar, oversee meeting notices, compile, review, and prepare and post meeting materials, and supervises the taking and preparation of all meeting minutes on Board’s online portal.

Facilitates communication between individual Board Trustee members, the President and senior administrators, and when appropriate, facilitates communication with other internal and external University constituents.

Ensures coordination and communication flow between the Board and third parties, such as the University’s auditor, legal, and communication experts.

Responsible for orientation and onboarding to new Board Trustee members and for ensuring Board Trustee members are kept well informed of University activities and receive timely responses to inquiries.

Serves as a cultural liaison with a firm understanding of multiculturalism, anti-racism, and social justice principles.

Performs other related duties as assigned.
President’ Office Duties

As assigned, develops briefing materials, attends various meetings, and follows up as needed for the Office of the President.

Drafts speeches, talking points, internal and external communications, and presentations as needed.

As assigned, supports the central office staff with a variety of events hosted by the Office of the President.

As assigned, consults with members of the President’s Office staff and others to develop agendas and then lead meetings related to the President’s travel to optimize events occurring during presidential travels.

As assigned, works with the Chief of Staff to support the President’s meetings, including coordinating the preparation and distribution of the agenda and minutes; and ensures appropriate follow through has been completed.

As assigned, provides editorial support and coordination for reports and correspondence for the Office of the President.

Greets, interacts with, and represents the Office of the President to internal and external individuals and groups.

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

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

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

Performs other related duties as assigned.

SPECIFICATIONS:

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

Bachelor’s degree.
A minimum of five years of professional experience in providing administrative support for Board or high-level executives, project management, operations and/or related experience.
Fluency in American Sign Language.
Preferred Qualifications (While not required, it is an advantage for what the position needs):

Master’s degree.
Experience in higher education.
Knowledge, Skills, and Abilities (Qualities that will help the incumbent be more successful in the position)

Excellent writing and communication skills.
Knowledge of professional protocols in managing an office at the level of a university president.
Demonstrates a thorough understanding and respect for anti-racism and social justice principles.
Excellent interpersonal skills and demonstrated ability to interact with a variety of different people and backgrounds.
Demonstrated ability in problem solving and handling complex tasks with tact and diplomacy.
Demonstrated ability to exercise a professional approach in working with sensitive material and to maintain an ethical and confidential handling of a variety of information and materials.
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: 10

SALARY: Commensurate with experience and qualifications

FLSA: Exempt

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CLASS SUMMARY
The Regional Director is responsible for collaboratively working with agency administration, staff and public school district administrators and staff to implement and manage ASDB’s Regional Cooperative Program.
The Director has the following abilities:
Works in a supportive, collaborative role with staff in all departments,
Interfaces with other departments to coordinate services for achieving education goals,
Works with hiring and engaging interpreters,
Remains current on all federal, state, and local mandates for educational services; and
Ensures that cooperative is in compliance in all areas.
The Regional Director is expected to handle confidential information discreetly and professionally and uses discretion and exercises sound judgment at all times. The Regional Director shall have exceptional interpersonal skills to respond to School Districts, parents, and advocacy groups and possess effective management, supervisory, team-building, and problem solving skills.
The Regional Director’s duties include, providing leadership in the development and operation of a regional cooperative program, including:
Assessing needs,
Strategic planning,
Working with councils and advisory committees;
Collaborating with other ASDB programs and outside programs in areas of shared responsibility;
Providing instructional leadership to the regional cooperative program,
Developing and managing the region’s instructional budget,
Recruiting, developing, and supervising staff and;
Developing operating procedures and managing resources
The Regional Director shall seek alternative funding sources that may include preparing grant requests and manages grants. Additional duties included the preparation of program and fiscal reports and identifying resource needs. The Regional Director shall adhere to ASDB policy, and shall develop and implement activities involving school-parent-community relationships. The Regional Director shall rely upon performance indicators and other data. The Regional Director needs to identify staff development needs and provide opportunities for staff development. The Regional Director shall communicates regularly with staff, local districts, families, and community on important issues; keeps informed of laws, statutes, rules, and policies affecting the schools and their programs.
The position will be responsible for some or all of the listed duties and/or additional duties that occur from time to time.

TRAINING AND EXPERIENCE:

Experience with Hard of Hearing; Multiply Disabled with severe sensory impairment preferred
Experience in selecting, developing, directing, and evaluating staff in accordance with practices in the field; to develop and manage a budget; to plan and organize workload
Successful supervisory or team leader experience in school programs
Extensive experience in educational administration, school finance, school personnel, and other related areas of regional cooperative operation.

LICENSING/CERTIFICATION REQUIREMENTS:

Must be able to pass FBI and State background check
Defensive Driver Training Program to be completed by all agency personnel that driveon State business
Master’s Degree in appropriate discipline and several years experience in a directly related field are required; Master’s Degree in an appropriate discipline and/or teaching experience may be required; or, and equivalent combination of education and experience sufficient to perform the essential duties of the job as listed above
Master’s Degree in Special Education or related field with concentration in one of the following areas: Blind and Visually Impaired; Deaf and Hard of Hearing; Multiply Disabled with severe sensory impairment (preferred)
Certified or certifiable by the Arizona Board of Education as a Supervisor or Principal
Certified or certifiable by the Arizona Board of Education as a Teacher (Deaf/HH or VI), or in a related area (preferred)

KNOWLEDGE OF:

Pertinent federal, state, and local laws, codes, rules, regulations, codes and statutes
Policies, procedures, and programs of the immediate work unit
Principles and practices of administration and management
Agency or program rules, regulations, and operating procedures
Budgeting and accounting principles
Management principles and policies

DEMONSTRATED SKILL/ABILITY TO:

Work under pressure to meet time-lines and handling multiple and changing priorities
Use of a variety of office and school equipment
Communicate effectively, both orally and in writing
Leadership and decision making
Interpreting and applying laws, regulations, codes and policies
Use of a variety of computer based technologies
Establishing and maintaining harmonious working relationships with those contacted in the course of work; demonstrating tact, diplomacy and patience
Conflict resolution and problem solving

Terms of Employment:

Length of position: Temporary (January 2021 to June 2021)

Hours: Varies

GENERAL DESCRIPTION
This position provides direct support to a female student for all or part of the student life program. The RSS works cooperatively with a variety of direct service providers and consultants including: classroom teachers; health center staff, behavior staff; residential educators, and other professionals. Works under limited supervision with considerable latitude for the use of initiative and independent judgment.

QUALIFICATIONS REQUIRED
High School Diploma or equivalent
One year of experience working with children in an educational or residential setting or 48 semester hours of related college coursework in education, human behavior, or a field related to childcare.
Knowledge of behavior intervention strategies
Sign Language: At hire, the applicant must have sign language skills equivalent to a Signed Communication Proficiency Inventory (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
Bachelor’s degree in Education, Psychology, or a related field
Experience in a residential school for the deaf working with students who have additional disabilities such as emotional disturbance, attention deficit hyperactivity disorder, or aggressive behaviors
Experience with Positive Behavior Support practices and managing aggressive behavior systems (e.g. Mandt)
Experience working with students who have physical challenges

SPECIFIC RESPONSIBILITIES
Assumes primary responsibility to provide direct support to a female student during all or part of the student life program.
Follows the student’s behavior intervention plan and techniques recommended by related service, medical, and behavior staff.
Provides the degree of support necessary to ensure effective communication.
Assists in ensuring that necessary environmental modifications are in place.
Becomes proficient in students’ individual communication methods and strategies.
Models appropriate interactions with the student for the educational team, students and community.
Provides opportunities for the student to socialize with peers.
Fosters independence by encouraging the student to try to do as much for himself/herself as he/she can.
Displays proficient levels of technology applications.
Keeps the administrators informed of special needs or problems of individual student.
Maintains communication between home and school, and keeps a daily log of information about the student and his or her activities.
Participates in IEP meetings and student staffings
Assists student with physical disabilities according to his/her needs, including transferring to and from wheelchairs, lifting or positioning, hygiene needs and signing or interpreting instructions for them.
Demonstrates ability to manage time effectively, be well organized, and to remain flexible.
Escorts and monitors student to and from bus, to and from cafeteria, and to and from classroom and daily activities whenever necessary.

SUPERVISOR
Director of Student Life

Military Occupation Specialty (MOS) Code:

None Equivalent

GENERAL RESPONSIBILITY:
To assist in providing leadership for the effective and efficient operation of the educational programs of the West Virginia Schools for the Deaf and the Blind. Establishes, coordinates and implements a curriculum which meets all state policies, rules and regulations and also meets the individual needs of students enrolled at WVSDB. In collaboration with Vice Principal, directs building level teachers and staff in the implementation of the school’s curriculum and provides necessary supports to these individuals in terms of providing instructional services. Review of WVEIS data to ensure accuracy of entries; analysis of student achievement data to improve educational programming; coordinate the schools’ professional development activities. Serves as Athletic Director for all sports and provides direct oversight to the Career and Technical Education program.

REPORTS TO:
Chief Academic Officer/Superintendent

GENERAL QUALIFICATIONS:
• Holds or is eligible for a West Virginia Administrative Certificate – Principal required
o Candidates with Professional Teaching Certificate endorsements in Hearing Impaired PK-AD, Visually Impaired PK-AD and/or Multi-Categorical K6/5AD areas preferred
o Must have or acquire a WV endorsement for CTE administrator within two years of hire
• Minimum of a master’s degree in an area of special education or related field required
• At least three years of experience as a school, central office, or state administrator in an area directly related to compliance with the West Virginia Board of Education’s Policy 2419: Education of Students with Exceptionalities required
• Knowledgeable of current state and federal education related policies
• Demonstrates ability to integrate technology in educational leadership, which includes but is not limited to:
o Experience/knowledge of the state database system (currently WVEIS) data elements and experience in developing a Master Schedule preferred
• Maintains or upgrades skills by working toward self-improvement, reacting favorably to constructive criticism, and attending relevant professional learning opportunities
• Demonstrates a professional demeanor
• Must be able to evidence strong organization and planning skills.
• Demonstrated communication skills that reflect clarity, respect, collaboration and yield desired outcomes
• Must hold or acquire requisite ASL and/or Braille skill level as delineated in the WVSDB Communication Policy for job classification
• Must have or acquire Crisis Prevention Intervention (CPI) certification and complete a renewal course annually

PHYSICAL DEMANDS:
The physical demands described 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 frequently required to reach, stand, walk, lift, grasp, write, talk, hear, see, use technology such as computers and multimedia equipment, and use repetitive motions. While performing the duties of this job, the employee may frequently lift and/or move at least 50-100 pounds. Specific vision abilities required by this job include close vision such as to read handwritten or typed material, the ability to adjust focus. The position required the individual to meet multiple demands from several people and interact with the public and other staff members.

WORK ENVIRONMENT:
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Most commonly, the educational setting is indoors with outdoor settings for recess and field trip activities. The noise level in the work environment is low to moderate (20-60dB). Exceptions include gymnasiums as well as vocational/technical laboratories where the noise levels may be moderate to loud (60-90 dB).

Work environment is subject to change due to unexpected circumstances as determined by the Chief Academic Officer/Superintendent.

HOURS OF WORK:
37.5 hour work week, 7.5 hour daily work shift, Monday through Friday schedule with other hours as necessary. 1800 hours annually. Exempt position.

EXPECTATIONS:
• The staff member works effectively as a member of the educational team.
• The staff member demonstrates self-control and exhibits an attitude of mutual respect and tolerance.
• The staff member demonstrates ethical conduct and good work habits such as punctuality and attendance.
• The staff member demonstrates self-direction and the ability to use software applications for work productivity and collaboration.
• The staff member is self-motivated and demonstrates the ability to manage multiple tasks/assignments to accomplish high- quality work to meet demanding deadlines.
• The staff member demonstrates excellent oral and written communication skills, and excellent presentation skills using current technologies.
• The staff member understands that work assignments may change or be added, as priorities emerge with the West Virginia Department of Education (WVDE) and/or division/office.

FUNCTIONS AND DUTIES:
• Follow applicable school and departmental policies and procedures as well as State regulations and State Board of Education policies.
• Provides supervision over the health, education and welfare of the students in the assigned schools.
• Responsible for establishing, implementing and evaluating departmental policies and regulations for the schools with the approval of the Chief Academic Officer/Superintendent.
• Responsible for collaboration on developing, implementing, evaluating and revising the curriculum of the schools in collaboration with the Chief Academic Officer/Superintendent, as it aligns with state curriculum standards. This includes necessary scheduling of the instructional program staff during regular school year, as well as, any Summer Camp Experiences or Extended School Year Programs.
• Make assignments for duties and responsibilities for members of the school staff to facilitate effective programmatic outcomes for students.
• Evaluates the performance of assigned staff in accordance with WVBE Policies 5310 and 5314.
• Serve on the Admissions Committee for acceptance of new students after formal and/or informal evaluation. This also involves counseling in conjunction with the WVSDB Outreach Personnel and parents.
• Develop and maintain a good working relationship with other members of the staff, parents, students and the general public.
• Request, store and issue supplies, instructional materials and equipment as needed by the instructional program.
• Supervise the maintenance of student records, files and other information in accordance with regulations and policies governing confidentiality.
• Recommend persons to fill staff vacancies in accordance with WVBE Policy 5000/WV Code 18A-4-7a for professional staff or WV Code 18A-4-8b for service staff and to secure substitute personnel as needed via SmartFind Express (SEMS).
• Arrange for and direct applicable professional development for faculty and staff in collaboration with Professional Development Committees and the CAO/ Superintendent.
• Serve as a consultant in the areas of the D/HH, B/LV or multi-handicapping conditions as applicable and as directed by the CAO/Superintendent.
• Serve as a public relations person as requested by the CAO/Superintendent.
• Perform activities as outlined in the list of specific duties and responsibilities for the assigned position.
• Other related duties and responsibilities as assigned.

SALARY:
Dependent on salary classification, certification and years of experience. Principal’s Salary Schedule, 240 day annual contract. Additional compensation available for ASL proficiency demonstrated within two years of employment date as detailed in the WVSDB Communication Policy.

GENERAL CLASSIFICATION:
Administrator

SPECIFIC POSITION:
Principal – Schools for the Deaf and the Blind

Examples of specific duties and responsibilities:
• Review teachers’ weekly lesson plans to ensure appropriate content and delivery of instruction.
• Obtain substitutes, professional and service, as needed per WVSDB policies/procedures.
• Interview applicants in accordance with WVBE Policy 5000/WV Code 18A-4-7a for professional position vacancies and WV Code 18A-4-8b for service personnel vacancies.
• Evaluate job performance of employees in accordance with WVBE Policy 5310 and 5314.
• Responsible for Career & Technical Education program with regard to staffing needs, teacher evaluations, programmatic decisions and teacher/student performance outcomes.
• Conducts school staff meetings as necessary.
• Monitor the development, implementation and evaluation of Individual Educational Programs for each student.
• Review and monitoring of student report cards to assure accuracy and graduation requirements are met.
• Arrange for professional development opportunities to directly benefit instructional practices within the department.
o For new teachers, requests a mentor teacher assignment
 Provides oversight of new teacher induction process within instructional program to make sure that new teachers have the necessary tools and guidance to be successful
• Review of all WVEIS data on an ongoing basis, including but not limited to, attendance, disciplinary, student and teacher schedules, teacher certification as it aligns with course code requirements and that teacher schedules are equitable.
o Checklist of reviewed items must be submitted to the CAO/Superintendent within 10 days of the close of the grading period.
• Approve purchase orders and submit for processing to the CAO/Superintendent.
• Complete and submit work orders through School Dude for maintenance and/or technology issues, as necessary.
• Act as a public relations person for the school and WVSDB.
• Carries out directives from the Chief Academic Officer/Superintendent.
• Disseminate information from the department, as requested.
o Responsible for departmental information to be distributed to parents on an on-going, regular basis.
• Attend student Eligibility/IEP meetings.
• Execute and monitor efficient evacuation of building during required monthly disaster/fire drills and maintains proper documentation of these drills.
• Ensure that all staff are aware of school safety policies and procedures.
• Adheres to WVBE Policy 5902 – Employee Code of Conduct and assures that all staff are aware of and following this policy.
• Attend Administrative Team Meetings, as scheduled.
• Provides oral reports and/or written summaries regarding the status of curriculum and instruction for the school to the CAO/ Superintendent.
• Collaborates with the CAO/Superintendent on curriculum alignment in order to meet all rules, regulations, and requirements set forth by the West Virginia Department of Education and the West Virginia State Board of Education.
• Seeks grants and other sources of funding to improve the quality of learning, start new programs and provide additional educational opportunities in the school system.
• As requested by the CAO/ Superintendent, research best practices in educational programming and makes recommendations on how to apply those practices within the school system.
• Analyzes students’ educational data, including standardized tests, and make recommendations to the CAO/ Superintendent on ways to improve student learning and educational programming based on the analysis of data.
• Coordinates the adoption of instructional materials, e.g., text and supplementary materials for the school system with the CAO/ Superintendent.
o Serves on the textbook adoption committee.
o Make recommendations to the CAO/Superintendent regarding curriculum materials and activities.
• Provides oversight of special projects as they relate to curricula and instruction within the school assigned.
• Maintains good public relations with the community and utilizes fully the community resources to enrich the learning programs.
• Reviews WVDE policies and administrative procedures related to curriculum and instruction in order to ensure compliance at the school level with current policies and procedures. Reports of any irregularities are to be provided to the CAO/ Superintendent.
• Conducts surveys of professional development needs within the assigned department.
• Serves as Athletic Director for all campus sports
o Evaluates coaches per WVBE Policy 5310
o Schedules athletic events
o Attends all athletic association meetings through the school year (i.e. WVSDAA, EAAB, WVSSAC)
o Attends athletic events routinely
• Completes special projects as requested by the CAO/Superintendent.
• Reviews all transcripts of students anticipating receipt of a regular diploma in the fall of their junior and senior years and advises of the completeness of the transcript.
• Other duties as assigned.

The information contained in the job description is for compliance with the Americans with Disabilities Act (ADA) and is not an exhaustive list of duties performed by this position. Additional duties are performed by the individuals currently holding this position and additional duties may be assigned by the Superintendent or his/her designee.

The employee shall remain free of any alcohol or non-prescribed drugs while in the workplace. Alcohol and controlled substances which effect employee productivity, safety, or judgment in the workplace will not be tolerated.

Reviewed: November 2020

MPS Secondary (Middle/High school) Principal
Description
The Secondary Principal provides leadership and supervision to promote the effective teaching and learning of students and staff.

SUPERVISOR: Director of Curriculum & Instruction

FUNCTIONS AND RESPONSIBILITIES:

Supervises educational programming which is designed to prepare students to meet the educational standards established by the Commonwealth of Massachusetts.

Provides direct supervision of the performance of all Teachers in the department through classroom observations and regularly scheduled meetings.

Implements disciplinary action when necessary.

Ensures effective collaboration with families, LEA’s and other representative agencies.

Works collaboratively with TLC specialists and clinicians.

Oversees the development of each student’s IEP goals, objectives and progress reports.

Ensures effective collaboration among all members of the department.

Works with the educational team in the department to ensure that all TLC policies and procedures are followed.

Assists in developing and maintaining partnerships with the Framingham Public Schools to ensure effective mainstream programming when applicable.

Develops and maintains a budget for the department and secures appropriate and necessary materials for teaching/learning.

Carry out disciplinary action on employees in the department, as needed.

Ensures sensitivity and understanding of cultural differences within the school community.

Assists in the recruitment, selection, and recommendation of all staff in the department.

Conducts annual evaluations of department staff.

Serves as a member of the supervisory team to provide educational leadership to The Learning Center for the Deaf.

May be delegated and trained to conduct medication administration or certain medical procedure responsibilities for students.

Maintains student and staff confidentiality.

Oversees the implementation of behavior plans designed for individual students, as needed.

Complies with school, state, and federal policies and procedures and supports the mission of the school.

**May be required to drive students on field trips and/or to mainstreaming classes. Additional driving responsibilities as needed.

**Some lifting may be required when working with young students or students with special needs, however, TLC embraces and celebrates a spirit of inclusion and diversity, and reasonable accommodations and modifications will be made whenever possible. The diversity of our student population may require that some assignments have a heavier physical responsibility due to safety. If the opening for which you are applying will require more strenuous physical activity, the unique needs will be discussed at the time of the interview.

*Perform other tasks as assigned by the Department Supervisor.

*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.

**TLC is proud to be an equal opportunity employer and all employees and applicants for employment are afforded equal opportunity in every area of hiring and employment without regard to race, color, religious creed, national origin, ancestry, sex, gender identity, age, criminal record (inquiries only), handicap (disability), mental illness, retaliation, sexual harassment, sexual orientation, genetics, active military, and any other legally protected characteristic.

**TLC embraces and celebrates a spirit of inclusion and diversity, and reasonable accommodations and modifications will be made whenever possible.

Requirements
Licensed by Massachusetts DESE as a Principal, Teacher of the Deaf or related licensure field (or certification from reciprocal state)
Master’s degree in content area or related field
Demonstrate effective communication and interpersonal skills
Minimum of 5 years experience as a Teacher in an educational classroom
Possess leadership skills and mature judgment with the ability to demonstrate creativity and initiative
Experience or knowledge of working with Deaf or hard of hearing students with additional disabilities
Demonstrate knowledge and understanding of effective discipline strategies and motivation, curriculum development and program evaluation, child growth and development, effective instructional strategies, classroom management, learning assessment and diagnosis, and research related to learning
Exhibit a personality that demonstrates enthusiasm and interpersonal skills to relate well with students, staff, administration, parents and the community
Knowledge of educational technology and able to support staff use of technology in the classroom
Knowledge or willingness to learn the Massachusetts Anti-Bullying Prevention Program
Previous training in school leadership or management preferred
Demonstrate excellent organizational skills and the ability to motivate people
Have excellent integrity and demonstrate good moral character and initiative
Experience working in a bilingual/bicultural environment preferred
Previous supervisory experience with educational staff
A minimum of conversational fluency in American Sign Language required, with native, or near-native ASL fluency preferred
Written English language competency
Ability to work effectively as part of an educational team