Primary Responsibilities

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

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

Work Environment
This job operates in a professional office environment in the Falmouth, ME office. This role routinely uses standard office equipment such as computers, phones, photocopiers, filing cabinets and fax machines. The noise level in the work environment is usually moderate.
Physical Demands
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this Job, the employee is regularly required to sit; use hands to handle or feel. The employee is frequently required to reach with hands and arms. The employee is occasionally required to stand; walk and stoop, kneel, crouch, or crawl. The employee must frequently lift and/or move up to 10 pounds and occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception and ability to adjust focus.

Other Duties
This job description is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee for this job. Duties, responsibilities and activities may change at any time with or without notice.

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

SUMMARY:

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

PRINCIPAL ACCOUNTABILITIES:

Building an Inclusive and Supporting Living and Co-curricular Experience

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

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

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

Supervision & Staff Development

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

Budget and Administration:

Responsible for the development and oversight of budgets for the unit, programs, and services; and manages the budget to ensure the best use of fiscal resources in alignment with the unit’s mission and the University’s strategic plan.
Participates in the development of the annual fiscal year auxiliary services revenue targets for housing; and participates in a cross-divisional committee focused on marketing and strategy development with the goal of meeting and/or exceeding established revenue goals.
Conducts an annual review of all Residence Life and Housing policies and procedures; ensures that policies and procedures adhere to professional standards and ethics; ensures that all staff and paraprofessional staff enforces policies and procedures in a consistent, fair, and just manner; ensures that all incidents are documented, adjudicated, and resolved as outlined in the Student Handbook; serves as the final appellate level in regards to student disciplinary appeals; and ensures that staff and paraprofessional staff maintain confidentiality in regards to student information and records.
Remains on call evenings and weekends to address residents and residential facilities concerns and issues that may arise; and ensures 24 hours per day/7 days per week coverage for all Residence Life and Housing activities as needed.
Shows a genuine commitment to diversity, equity and inclusion in the workplace; and participates in activities and workshops to foster continuous learning.
Serves as a mandatory Title IX reporter; and takes annual Title IX training as part of the compliance effort.
Performs other related duties, as assigned.

SPECIFICATIONS:

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

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

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

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

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

COMPENSATION:

LEVEL: 11

SALARY: Commensurate with experience and qualifications

FLSA: Exempt

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

Lot’s of great information here. Lorem ipsum dolor sit amet, consectetur adipiscing elit. Phasellus a eleifend odio. Vivamus sed elementum odio. Fusce quam massa, dignissim in venenatis at, dapibus non lacus. Aenean hendrerit eros non fringilla dignissim.

Cras cursus semper tortor in consectetur. Nulla at gravida leo, id faucibus mi. Duis malesuada felis vel sollicitudin accumsan. Curabitur ac velit augue. Donec at orci at felis scelerisque iaculis. Vestibulum efficitur ipsum venenatis justo viverra, et condimentum dolor faucibus. Vestibulum vitae bibendum sem.

Vestibulum ante ipsum primis in faucibus orci luctus et ultrices posuere cubilia curae; Donec quis augue in urna molestie vehicula consequat vitae enim. Donec elementum pulvinar mauris non pulvinar. Mauris efficitur imperdiet odio sed tempus.

Curabitur euismod magna sit amet vehicula commodo. Suspendisse potenti. Fusce tristique dignissim massa, eget imperdiet leo convallis ut. Duis tempor mi non erat imperdiet vestibulum. Ut condimentum, risus vel dictum ullamcorper, tortor tellus pharetra velit, eu tincidunt sem turpis vel augue. Nulla accumsan aliquet ipsum id gravida. Mauris molestie turpis a feugiat aliquet. Sed pulvinar velit id posuere pharetra. Morbi congue a nisi ut vehicula. Maecenas interdum nunc odio, vel tincidunt turpis malesuada nec.

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