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

Lecturer, Department of Liberal Studies

The Department of Liberal Studies (DLS) in Rochester Institute of Technology’s National Technical Institute for the Deaf invites applications for a non-tenure-track lecturer position starting August 2020. We seek applicants with a graduate degree in English, Applied Linguistics, Communication Studies, Composition Studies, Deaf Education, Second Language Acquisition, or related field in the humanities or social sciences, with training and experience teaching English to deaf and hard-of-hearing students, as well as knowledge of Deaf pedagogy, language acquisition, and Deaf culture. Applicants should be bilingual (fluent in both American Sign Language and written English).

How To Apply

Apply online at https://apptrkr.com/1819307

Please submit your online application, cover letter, CV, and upload the following attachments:

• Statement of teaching philosophy

• 1 writing sample

• 1 sample syllabus

• List of 3 references with contact information

• Statement of diversity contribution

Applications will be accepted until the position is filled. Please include each of the required parts of the application.

RIT does not discriminate. RIT is an equal opportunity employer that promotes and values diversity, pluralism, and inclusion. For more information or inquiries, please visit RIT/TitleIX or the U.S. Department of Education at ED.Gov.

Arizona State Schools for the Deaf and the Blind serves over 2,000 children from birth to age 22 who are deaf, hard of hearing, visually impaired or deafblind.
ASDB operates two campuses one for the deaf and one for the deaf and the blind, a statewide early learning program and five regional cooperatives providing services to students at their local schools.
Phoenix Day School for the Deaf and the ASDB Tucson Campus are AdvancED accredited schools offering education and support services to hundreds of students from pre-school through 12th grade.
The regional cooperatives were help support students from preschool through 12th grade who are deaf, hard of hearing, blind, visually impaired of deafblind in the general education classroom within their public school setting.
The Early Learning Program in partnership with the Arizona Early Intervention Program to provide early intervention services to children, (birth to five), throughout the state of Arizona.

Assistant Professor, Department of Liberal Studies

The Department of Liberal Studies (DLS) in Rochester Institute of Technology’s National Technical Institute for the Deaf invites applications for a tenure-track Assistant Professor position starting August 2020. We seek applicants with a doctoral degree in English, Applied Linguistics, Communication Studies, Composition Studies, Deaf Education, Second Language Acquisition, or related field in the humanities or social sciences, with training and experience teaching English to deaf and hard-of-hearing students, as well as knowledge of Deaf pedagogy, language acquisition, and Deaf culture. Applicants should be bilingual (fluent in both American Sign Language and written English) and have an active program of scholarship that informs pedagogical practice within their field. Doctoral candidates are welcome to apply.

CLASS SUMMARY:
• Experience with Deaf/Hard of Hearing; or Blind/Visually Impaired (location dependent); Multiply Disabled with severe sensory impairment preferred
• Experience in selecting, developing, directing, and evaluating staff in accordance with practices in the field
• Develop and manage a budget
• Plan and organize workload
• Experience as an educational leader which responsibilities includes: managing policies, regulations and procedures to ensure that all students are supervised in a safe learning environment
• Experience in using varied sources of evidenced and analyzing data abut current practices and outcomes to shape vision, mission, and goals with high measurable expectations for all students and educators

TRAINING AND EXPERIENCE:
• Master’s Degree in Educational Leadership or equivalent coursework in a degree in another field
• Arizona Department of Education certification as a Teacher and as a Supervisor or Principal
• Teaching and supervising experience

Preferred Qualifications:
• Teacher of the Deaf/Hard of Hearing and/or Teacher of the Visually Impaired
• Ability to communicate in ASL

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
• 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
• 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

KNOWLEDGE OF:
• Considerable knowledge of educational principles and techniques relating to Deaf/Hard of Hearing and Visually Impaired students, curriculum, instruction, educational planning, principles of effective school management
• Knowledge and experience with laws pertaining to special education
• Professional Learning Community (PLC)/Data Team meetings to work with individual teachers and teams to analyze student work, monitor student progress, adapt curriculum, and adjust instructional practice to meet student-learning needs

SKILL IN:
• Work under pressure to meet time-lines and handling multiple and changing priorities
• Communicate effectively, both English or ASL and in writing
• Leadership and decision making
• Interpreting and applying laws, regulations, codes and policies
• Establishing and maintaining harmonious working relationships with those contacted in the course of work; demonstrating tact, diplomacy and patience
• Conflict resolution and problem solving
• Working closely with other administrators and e3ncouraging an ongoing administrative team concepts (i.e., administrative level PLC)
• Communicating and acting on commitments in the shared vision, mission, and goals so educators and the community understand, support and act on them consistently. For example: school improvement initiatives