• To be responsible for teaching deaf and/or hard of hearing students for the instruction of the established curriculum – English (Literature, Grammar, Reading, Composition) in alignment with the Common Core Standards
• To present subject matter clearly and effectively in ASL
• Teach Reading and/or provide Reading Intervention for Title 1 purposes- Plan, supervise and review the work of teacher assistants if necessary.
• To create an engaging learning environment; provide a sense of order that promotes a safe and trusting space characterized by mutual respect, safety and opportunities for student learning.
• To maintain a supportive climate in order to promote a high level of achievement for all students.
• To collaborate and work closely with other disciplines.
• To be responsible for case management/coordination and implementation of Individual Educational Plans
• To provide differentiated learning experiences to meet variable needs and abilities of assigned students
• Complete case management responsibilities including scheduling meetings, scheduling and conduction evaluations, developing IEPs, monitoring Medicaid related services, monitoring student progress, communication with outside support staff and student’s LEA and maintaining complete and organized student records.
• To participate in diagnostic or other planning meetings.
• To assess each student’s progress, prepare report cards and progress reports; meet with parents and child
to discuss progress.
• To clearly indicate expectations for student behavior, while consistently taking into account the individual needs of the students.
• To possess the ability to make decisions consistent with the school’s philosophy, policies and regulations.
• To attend Professional Development as scheduled by the Administration.
• To possess, develop and maintain professional skills by reviewing professional literature, attending conferences or CEU activities as offered.

Primary Purpose

Idaho State University’s Department of Teaching and Educational Studies invites applications for a 9-month, full time, open rank Assistant Professor position in Deaf Education to start August 2020. The Masters of Science in Deaf Education has been suspended and needs to be realigned to current research based practices, which is a focus of this position. This position will be filled as tenure track or non-tenure track depending upon the qualifications.

Key Responsibilities

The successful candidate will teach Deaf Education methods courses to undergraduate teacher candidates seeking a Deaf/Hard of Hearing teaching endorsement. Responsibilities also include teaching other undergraduate and/or graduate courses in the areas of Deaf Education and Special Education and providing service to the university and Deaf community.

See official job listing for minimum qualifications and required application documentation.

The Maine Educational Center for the Deaf and the Gov. Baxter School for the Deaf is seeking to fill a full-time, 183-day, school year Public School Outreach Consultant/ Itinerant position within the Public School Outreach and Community Services program. Position will be located in southern Maine.

Job Requirements:
• Provides ongoing educational consultation and technical assistance to professionals working with children who are deaf or hard of hearing in public and private schools throughout designated areas in Maine.
• Provides itinerant specially designed instruction to deaf and hard of hearing students in mainstream settings.
• Provides in-service training to public school professionals.
• Writes Student Observation Summary reports.
• Participates in periodic program sponsored family activities.
• Provides itinerant services for a limited number of students.
• Works with the Public School Outreach Team to develop educational webinars.
• Co-facilitates regional “Kids Like Me” programs.
• Serves students in public school settings using all communication modalities.
• Communicates regularly with a broad variety of professionals.
• Works collaboratively with parents and professionals to develop positive and successful educational programs for students.

Minimum Qualifications:
• Eligibility for Maine Teacher of the Deaf certification.
• Strong knowledge base in language and literacy development.
• Prior teaching experience with children who are deaf or hard of hearing, (K-8th grade).
• Knowledge of hearing assistive technology (HAT) such as cochlear implants, hearing aids, and remote microphone systems.
• Knowledge of the variety of communication modalities used by students who are deaf or hard of hearing.
• Experience using social media and digital technology or a willingness to learn.
• Excellent interpersonal and communication skills.
• Ability to work collaboratively with a variety of teams.
• Ability to communicate in American Sign Language or a willingness to learn.
• Masters Degree in Deaf Education preferred.

CLASS SUMMARY
This position, in concert with the Principal, exists to direct and coordinate educational activities at the Tucson campus.
• Develops and evaluates educational programs to ensure conformance to state and school board standards.
• Develops and coordinates educational programs through meetings with staff, review of teacher activities, and issuance of directives.
• Confers with teachers, students and parents concerning educational and behavioral problems at the school.
• Directs preparation of class schedules, cumulative records, IEP/MET documents and attendance reporting.
• Observes and evaluates teacher and paraprofessional performance. Interviews and hires teachers and staff.
• Monitor safety and security throughout school buildings.
• Plans and monitors school budget.
• Establishes and maintains relationships with colleges, community organizations and other schools to coordinate educational services.
• Requisitions and allocates supplies, equipment, and instructional materials as needed.
• Help principal develop, maintain, and use information systems to maintain, record and track progress on campus performance objectives/academic excellence indicators.
• Assists principal in communicating regularly with students in the school’s associated dormitory and direct the changes that are essential for extended opportunities for learning and growth of the students socially and emotionally.

TRAINING AND EXPERIENCE
• Master’s Degree in a related field and/or combination of work related education, knowledge, and skills.
• Five years classroom teaching experience.
• Knowledge of instructional methods and training techniques including curriculum design principles, learning theory, group and individual teaching techniques, design of individual development plans and test design principles.

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 drive on State business
• Arizona Department of Education certification as a Teacher and as a Supervisor or Principal.
• Able to communication in ASL or a willingness to learn within the first 12 months of employment.

KNOWLEDGE OF
• Policies, procedures, and programs of the immediate work unit
• Principles and practices of administration and management
• Agency or program rules, regulations, and operating procedures
• Knowledge of best practices in education and learning for students with special needs.
• Knowledge of best practices in education and learning for students in the general curriculum.
• Knowledge of deafness and the effects on instruction for students who are deaf/HH.
• Knowledge of visual impairments and the effects on instruction for students who are blind/visually impaired.
• Knowledge of instructional methods.
• Knowledge of student assessments, standardized testing, common core curriculum, and progress monitoring of students.
• Knowledge of the effects of reasonable accommodations and instructional modifications for students.
• Knowledge of applicable federal and state laws and regulation regarding general and special education, including post secondary transition planning.
• Knowledge of child development, behavioral intervention strategies, effective team collaboration.
• Knowledge if appropriate lines of communication and authority.
• Knowledge of Professional Learning Communities (PLCs) and standards based instruction.

SKILL IN
• Excellent communication skills.
• Planning and organizational skills.
• Budget planning and implementation.
• Interpersonal skills, including respectful and courteous treat of all agency staff.
• Staff development and training skills.
• Supervisory skills.
• Mediation and independent problem solving skills, including areas such as staff/student/parent crisis on campus, public disruption on campus or school related events.
• Use of appropriate and effective techniques to encourage community and parent involvement.
• Maintain emotional control under stress. Work with frequent interruptions. Occasional district wide travel; occasional prolonged and irregular hours.

Primary Function:
The School Counselor provides support to the Principal by providing services and instruction in support of the curricular goals of Iowa School for the Deaf. The school counselor and classroom teachers collaborate to develop, teach and evaluate school goals with the emphasis on the following:
o Curriculum, programs and responsive services that address growth and development of all students.
o Attainment of student competencies in academic, career, personal, and social areas through education, prevention, and intervention activities.
o Curriculum delivered through classroom and group activities that consists of structured lessons to help student achieve desired competencies and to provide all student with the knowledge and skills appropriate for their developmental level.
o Teaches knowledge, attitudes, and skills students need to acquire academic, career, and social/emotional development.
o Support of activities including professional development, consultation and collaboration.

Typical Duties and Responsibilities:

Curriculum Support
o Provide regular student activities and lessons in academic, career, and personal/social domains
o Act as a resource to teachers and other staff regarding the social-emotional growth and development of students
o Collaborate with families, teachers, administrators, and other school staff for student achievement and success.
o Help promote a positive atmosphere in the school which enables the educational team to meet student needs.

Daily Response
o Counsel students in the personal/social and academic domains
o Provide referral services, collaborating with others as needed
o Parent communication through phone, VP, email, or visits.
o Daily intervention with students when needed

Individual Planning meetings
o Establish appropriate interagency connections and act as a liaison between families and community agencies as needed.
o Attend IEP meetings including transition meetings from Early ACCESS to initial IEP.
o Work closely with school psychologist in student observations and behavioral intervention plans.
o Monitor student attainment of academic, social/personal, and career competencies
Program Support
o Coordinate integration to and from public school programming
o Provide input into scheduling K-8 daily class schedules. Input class schedules into Powerschool
o Coordinate mid-term and trimester grade reports and assist with Parent-Teacher conferences
o Coordinate the 8th Grade graduation and K-8 Honors program and orientation/transition to middle school.
o Assist with Student Intakes: tours, contacts, request records, attend IEP, write recommendation summary.
o Provide interdepartmental and parent communication
Qualifications: To be considered, an applicant must possess or have the ability to obtain an Iowa License, with a Professional School Counseling endorsement – either K-12 or K-8. Other endorsements are helpful.

Sign language skills required. Knowledge-based competencies of Iowa Core and Expanded Core Curriculum for Deaf and Hard of Hearing Students.
Information on Iowa licensing requirements may be found at the Board of Educational Examiners webpage: www.state.ia.us/boee/. Additional endorsements are beneficial. Applicants must possess the ability to reach the level of sign language proficiency designated for the position within the time frame established by the School’s Sign Language Policy.

Salary and Benefits: Salary will be determined by the successful applicant’s educational and teaching experience. ($54,000-$84,000) Comprehensive benefits available.

Work Schedule: This is a full-time, school year position (196 day contract).
Application Deadline: Applications will be accepted beginning immediately. Applications will be accepted until the position is filled.

The Iowa School for the Deaf is an Equal Employment Opportunity and Affirmative Action Employer.

A Board of Regents, State of Iowa School.

The Ohio School for the Deaf (OSD) is searching a results-driven and forward-thinking Educational Administrator to join a team of dedicated and passionate educators and staff. The Administrator works in the K-12 program and is responsible for overseeing administrative duties and ensuring a safe and productive learning environment for the students and staff at the school.

OSD operates in conjunction with the Ohio Department of Education. A comprehensive kindergarten through grade 12 educational program provides a sequential curriculum for achievement in academic and career development areas, which is comparable to Ohio’s public schools. Support services include speech therapy, psychological testing, counseling, technology integration, library/media services, and transition to adult life. The residential program provides a wide variety of student development activities, athletics, and recreation.

The Educational Administrator, through leadership in carrying out the OSD 2020-2025 Strategic Plan, ensures teachers and staff have the equipment and resources necessary to deliver educationally effective curriculum. The Administrator is key to supporting the one to one integrated technology initiative currently in the launching stages. General duties of the Administrator include overseeing assigned budgets, logistics, schedules, disciplinary actions, evaluations, and school and community public relations.

If you are someone who is passionate about connecting with teachers, students and the community, are attentive to details, compassionate and caring, adept at planning and organizing, and someone who possesses skill in identifying complex problems and brainstorming potential solutions, we invite you to apply and join us as we continue to move OSD forward.

Overall responsibility for instructional programming and implementation of individualized education programs for students, utilizing state standards and District curriculum; as well as additional teacher responsibilities and duties, including but not limited to:
Directing, monitoring and reporting student progress in attaining IEP goals
Communicating with parents concerning their child’s progress
Preparation of lesson plans and appropriate instructional materials
Collaborating in interdisciplinary teams
Planning of community-based and transition-focused activities
Regularly assessing student learning using standardized and teacher made assessments, work samples, portfolios
Supervising and assuring student safety
Establishing and maintaining standards of student behavior and attitude needed to provide an orderly, productive classroom and vocational environment
Providing support and resources for instructional staff and families as needed, regarding the compound impact of hearing loss and additional conditions/disabilities on students’ learning
Attendance at team and instructional meetings as required
Performing other related duties as assigned.

Overall responsibility includes instructional
programming for students, utilizing state standards, District curriculum and implementation of
individualized education programs.
Additionally, position includes regular teacher responsibilities and duties including but not
limited to:
Collaborate and teach with STEAM (Science/Technology/Engineering/Arts & Math)
instructional team and K-12 instructional/student support teams
Directing, monitoring and reporting student progress in attaining curricular goals
Communication with parents concerning their child’s progress
Preparation of lesson plans and appropriate classroom materials
Attendance at school and instructional meetings as required
Assessing student performance using standardized and teacher made instruments,
work samples, portfolios
Teach iSafe and appropriate internet safety curriculum to K-12 students
Supervise and assure student safety
Establish and maintain standards of student behavior and attitude needed to provide
an orderly, productive classroom environment
Performing other related duties as assigned.

Utilizes State and District curriculum guidelines and available resources in order to plan and implement a program of study that meets assigned students’ needs, interests, and abilities.
Interprets and uses data from a variety of educational sources for the improvement of instruction.
Uses appropriate instructional methods contingent upon available materials.
Identifies students with special learning problems and takes appropriate action.
Encourages and assists in the development of independent study habits.
Communicates with students concerning their academic and behavioral progress.
Directs, monitors and reports student progress in attaining curricular goals
Makes reasonable efforts to provide for the care and protection of school property, equipment, and materials.
Monitors the physical environment taking into account the health, safety, and aesthetic needs of students.
Encourage students to behave in accordance with classroom and school rules.
Keeps accurate records and makes reports as necessary.
Maintains a professional relationship, working cooperatively with all school personnel and families.
Meets responsibilities as per contractual agreement and State law.
Pursues opportunities for professional growth.
Must report to work on time every work day, except as afforded by existing law.
Must perform all duties as assigned during scheduled work day.
Perform other duties as requested by administration to meet the needs of the student

Facilitate communication between the deaf student(s), staff and other students in the general education setting
Interpret subject matter in specific subject areas
Support general education staff and students in techniques for working with a deaf/hard of hearing student
Provide input as needed in the development of the IEP
Provide input as needed in the coordination of the students/programs in the general education setting and the program at DSD
Provide support when appropriate and as outlined in the IEP
Communicate, in accordance with established procedures, regarding students’ progress
Interpret for deaf/hard of hearing staff members
Interpret for meetings/conferences/workshops when requested
Other duties as assigned