RI DEPARTMENT OF ELEMENTARY & SECONDARY EDUCATION
NON-CLASSIFIED JOB DESCRIPTION

Position:Teacher – Rhode Island School for the Deaf, Teacher of the Deaf with additional Special Education experience.
General Duties:Teachers provide instruction to deaf, hard-of-hearing, and/or language delayed children. Teachers create, with the students, a community of learners where students feel respected and honored. Teachers set instructional objectives, design and prepare instruction, and plan and implement various supportive activities that meet age-appropriate emotional, physical and instructional needs of students. Teachers communicate learning goals, high standards, and expected outcomes to students. Teachers build positive relationships with parents and collaborate with colleagues, in order to enhance each student’s ability to learn most effectively.

Supervision:Works under the general supervision of the Director

Functions and Responsibilities:

•Establishes an organized physical space and a creative classroom environment that is positive for student learning and involvement.

• Knowledge and respect for the cultural norms and language of the
Deaf community.

Ability to modify curriculum and workplace activities

•Complies with school, state, and federal policies and procedures and supports the mission of the school at all times.

•Communicates clearly with students in their identified language of instruction, determined by language planning and assessments.

•Maintains a current working knowledge of the Common Core Standards, the RI Standards, IEP process and special education regulations and state testing procedures.

•Plans instruction effectively, engages learners. and uses appropriate instructional techniques for deaf and hard-of-hearing learners.

•Monitors student understanding of the curriculum and adjusts/modifies instruction, materials, or assessments, where appropriate.

•Maintains appropriate classroom standards of behavior, mutual respect, and safety.

•Makes learning goals clear to the students and maintains high standards and expectations.

•Demonstrates flexibility and responsiveness to the needs of the students, the department, and the school.

•Promotes confidence and perseverance in the students, while stimulating increased personal responsibility and independence for achieving individual goals.

•Demonstrates appreciation for and sensitivity to the diversity among individual students.

•Engages and Cooperates in a constructive relationship with parents and is receptive to their contributions.

•Maintains professional boundaries and refrains from gossip. Maintains student and staff confidentiality

•Works collaboratively with other school staff on planning and implementing interdisciplinary curriculum and works constructively to suggest improvements and possible approaches.

•Uses available resources to analyze, expand, reflect upon, and refine professional knowledge and skills.

•Develops and uses authentic assessment of student learning and uses assessment to drive classroom instruction (formative and summative assessments).

•Plans and completes necessary testing or data collection, documentation, and interpretation of data. Administers State testing and Alternative State Assessments as needed.

•Modifies curriculum and supports regular education teachers with curriculum modification for students on IEPs.

•Contributes to self-growth and continuous improvement of the school through active
participation in professional development activities and meetings. Applies new learning to personal professional practice.

•Attends IEP meetings. Serves as a special education case manager, writes annual IEP student goals and works steadily to ensure that students attain these goals. Monitors and reports IEP progress quarterly.

•Design and Integrates the implementation of behavior plans designed for individual students as needed.

•Prepares and submit lesson plans, maintains accurate records and submits required data paperwork on time.

•Participates in diagnostic and other planning meetings.

•May occasionally be delegated certain health care responsibilities by the school nurse, if needed.

•Performs other tasks, as directed by the Director or Curriculum Supervisor

Reasonable accommodations can be made for qualified individuals with a disability.

Summary

Responsible for instruction in assigned content area(s) and age/grade level(s). Plans learning experiences that motivate students and meet their individual needs. Prepares and utilizes instructional materials that support overall curricular goals, adhering to state standards and curriculum resources available at NMSD. Uses formative assessment to inform instructional planning. Integrates critical thinking skills and literacy/signacy into lesson plans. Supports NMSD’s progressive vision and mission.

Essential Duties and Responsibilities: (Other duties may be assigned)

Prepares and implements Course Objectives, Instructional Units and Lesson Plans following established schedules and utilizing NMSD curriculum guidelines and requirements.
Follows established schedules and utilizes NMSD curriculum guidelines and requirements.
Plans learning experiences that motivate students and meet their individual needs. Assigns lessons and homework and provides students with feedback as appropriate.
Prepares and utilizes instructional materials that support overall curricular goals.
Develops and utilizes formative assessment to inform instructional planning. Administers formative and summative assessment to evaluate student progress.
Prepares records and reports on students’ progress as required. Keeps attendance records.
Maintains discipline in the classroom.
Meets with supervisor and/or team to discuss student progress and develop plans to address issues.
Completes duties related to Individual Education Plans, including assessment, writing present levels of performance and goals and/or benchmarks for individual students.
Attends required meetings and trainings.
Participates in in-service activities provided by the school, and in self-selected professional growth activities.
Works productively with colleagues, parents, and community members.
Serves as a Primary Contact Teacher for students as assigned, contacting parents with updates about their child, and supporting students as needed.
Serves on faculty committees and curricular work groups as required.
Maintains current licensure as required by New Mexico regulations.
Competencies: To perform the job successfully, an individual should demonstrate the following competencies:

Ability and commitment to represent the vision, mission, and beliefs of NMSD

Organization- Must be organized and detail-oriented.
Analytical- collects and aggregates data for program maintenance and improvement.
Continuous Learning- Seeks feedback to improve performance; pursues training and development opportunities; strives to continuously build knowledge and skills.
Job Knowledge- Competent in required job skills and knowledge; exhibits ability to learn and apply new skills; keeps abreast of current developments; requires minimal supervision; displays understanding of how job relates to others; uses resources effectively.
Use of Technology- Adapts to new technologies; troubleshoots technological problems; uses technology to increase productivity.
Problem Solving- Gathers and analyzes information skillfully; develops alternative solutions; works in group problem solving situations.
Cooperation- Establishes and maintains effective relations; exhibits tact and consideration; offers assistance and support to co-workers; works cooperatively in group situations; works actively to resolve conflicts.
Teamwork- Balances team and individual responsibilities; exhibits objectivity and openness to others’ views; gives and welcomes feedback; contributes to building a positive team spirit; supports everyone’s efforts to succeed.
Written Communication- Writes clearly and informatively; varies writing style to meet needs.
State and Federal IDEA Compliance- exhibits knowledge of and adherence to all legal requirements related to early intervention.
Diversity- Shows respect and sensitivity for cultural differences; educates others on the value of diversity; builds a diverse workforce.
Ethics- Treats people with respect; keeps commitments; inspires the trust of others; works with integrity and principles; upholds organization values.
Organizational Support- Follows policies and procedures; completes tasks correctly and on time; supports organization’s goals and values.
Adaptability- Manages competing demands.
Personal Appearance- Dresses appropriately for position; keeps self well groomed.
Attendance/Punctuality- Is consistently at work and on time; ensures work responsibilities are covered when absent.
Dependability- Follows instructions, responds to management direction; takes responsibility for own actions.
Initiative- Seeks increased responsibilities; asks for and offers help when needed.
Quality- Demonstrates accuracy and thoroughness; looks for ways to improve and promote quality.
Safety and Security- Observes safety and security procedures; determines appropriate action beyond guidelines; reports potentially unsafe conditions.
Qualifications: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

Education and /or Experiences: Possession of Bachelor’s and/or Master’s Degree in Deaf Education, Special Education, or related areas. Highly qualified in assigned content area, or commitment towards attaining Highly Qualified status. Possession of, or eligible for, New Mexico teacher licensure. Strong academic background in assigned content area and age/grade group, including methods of teaching.
Certificates, Licenses, Registration: Must possess a New Mexico Teachers License with the New Mexico Public Education Department or be eligible to obtain one. Applicant has one year from hire date to obtain licensure.
Language Skills: Proficiency in expressive and receptive American Sign Language and written English. Ability to read, analyze, and interpret content in assigned area/grade level. Ability to explain foundations/advanced concepts in American Sign Language in order to support student learning. Ability to write reports, correspondence, and Individual Education Plans. Ability to effectively present information and respond to questions from students and parents.

American Sign Language: Advanced American Sign Language skills at hire are required. The applicant must be proficient in receptive and expressive American Sign Languages and able to adjust communication to match students’ language and communication needs. Applicants who do not possess advanced American Sign Language skills will not be considered for this position.

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

Computer Skills: To perform this job successfully, an individual should have working knowledge of Microsoft Office applications among other programs. Ability to utilize Smart Boards, iPads, laptops, and document readers in classroom situations. Able to utilize web-based resources to supplement instructional materials.

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

Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this Job, the employee is occasionally required to drive for long periods of time; stand; walk and sit. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision and peripheral vision.

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

RI DEPARTMENT OF ELEMENTARY & SECONDARY EDUCATION
NON-CLASSIFIED JOB DESCRIPTION

Position:Teacher – Rhode Island School for the Deaf, Teacher of the Deaf Secondary Social Studies
General Duties: Teachers provide instruction to deaf, hard-of-hearing, and/or language delayed children. Teachers create, with the students, a community of learners where students feel respected and honored. Teachers set instructional objectives, design and prepare instruction, and plan and implement various supportive activities that meet age-appropriate emotional, physical and instructional needs of students. Teachers communicate learning goals, high standards, and expected outcomes to students. Teachers build positive relationships with parents and collaborate with colleagues, in order to enhance each student’s ability to learn most effectively.

Requirements:
•Highly qualified credentials, as established by RI Department of Educator Certification
•RI Certificate(Secondary Social Studies or ability to obtain this certification)
Certificate in Deaf Education and/or Special Education
Advanced ASL proficiency required
Written language cometency

• Ability to work effectively as part of an educational team
• Knowledge and respect for the cultural norms and language of the Deaf community

Supervision:Works under the general supervision of the Director

Functions and Responsibilities:

Establishes an organized physical space and a creative classroom environment that is positive for student learning and involvement.

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

Communicates clearly with students in their identified language of instruction.

Maintains a current working knowledge of the Common Core Standards, the RI Standards, and state testing procedures.

Plans instruction effectively, creatively and engages learners. and uses appropriate instructional techniques for deaf and hard-of-hearing learners.

Monitors student understanding of the curriculum and adjusts instruction, materials, or assessments, where appropriate.

Maintains appropriate classroom standards of behavior, mutual respect, and safety.

Makes learning goals clear to the students and maintains high standards and expectations.

Demonstrates flexibility and responsiveness to the needs of the students, the department, and the school.

Promotes confidence and perseverance in the students, while stimulating increased personal responsibility and independence for achieving individual goals.

Demonstrates appreciation for and sensitivity to the diversity among individual students.

Engages and cooperates in a constructive relationship with parents and is receptive to their contributions.

Maintains professional boundaries and refrains from gossip. Maintains student and staff confidentiality

Works collaboratively with other school staff on planning and implementing interdisciplinary curriculum and works constructively to suggest improvements and possible approaches.

Uses available resources to analyze, expand, reflect upon, and refine professional knowledge and skills.

Develops and uses authentic assessment of student learning and uses assessment to drive classroom instruction (formative and summative assessments).

Participates in diagnostic and other planning meetings.

Plan and completes necessary testing or data collection, documentation, and interpretation of data.
nd other planning meetings.

Maintains a professional appearance in accordance with RISD’s handbook.

Contributes to self-growth and continuous improvement of the school through active participation in professional development acti
vities and meetings.

Complete case management responsibilities including scheduling meetings, scheduling and conducting evaluations, developing
IEP’s monitoring Medicaid related services, monitoring student progress, communication with outside support staff and student’s
LEA and maintaining complete and organized student records.

Integrates the implementation of behavior plans designed for individual students.

Prepares and submit lesson plans, maintains accurate records and submits required data/paperwork on time.

May occasionally participate in certain health care responsibilities assigned by the school nurse, if needed.

Performs other tasks, as directed by the Director or Assistant Principals.

Reasonable accommodations can be made for qualified individuals with a disability.

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.