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

The Division of World Languages, Literatures and Cultures at the University of Iowa is searching for a visiting faculty position beginning in August 2020 to teach courses in American Sign Language. The initial appointment will be for one year, with a possible reappointment of one additional year, pending College approval and demonstrated excellence in teaching. Salary will be based on number of courses taught and commensurate on rank.

Responsibilities include teaching six courses a year (20-24 s.h.) and contributing to curriculum and materials development for the program. This could be six sections of ASL per year (maximum 20 students per section) using an immersion curriculum (Signing Naturally) or a combination of language and specialty courses taught in ASL.

Required Qualifications: fluency in ASL; Master’s Degree in Teaching ASL or related field; American Sign Language Teacher Association (ASLTA) certification or willingness to obtain certification once employed.

Desired Qualifications: Language teaching experience at the college level, ability to offer advanced courses such as ASL linguistics, ASL Literature, Deaf culture, Deaf studies, ASL/English interpreting, or Deaf education.

The Division of World Languages, Literatures and Cultures, and the College of Liberal Arts and Sciences are strongly committed to gender and ethnic diversity; the strategic plans of the University, College, Division and Department reflect this commitment. All qualified applicants are encouraged to apply and will receive consideration for employment free from discrimination on the basis of race, creed, color, national origin, age, sex, pregnancy, sexual orientation, gender identity, genetic information, religion, associational preference, status as a qualified individual with a disability, or status as a protected veteran. The University of Iowa is an equal opportunity/affirmative action employer.

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 encouraging 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

Department Chair – National Technical Institute for the Deaf
Rochester Institute of Technology

NTID Master Science & Secondary Ed

4835BR

Full-time, 9- month, academic leadership position with the possibility of a summer contract, when necessary. Reports to the Interim Associate Vice President for Academic Affairs and serves as a member of the chairperson cabinet. Appointed by the Interim Associate Vice President for Academic Affairs of NTID in consultation with President and Dean of NTID and the department faculty. A comprehensive summative review every 3-5 years with possibility for re-appointment.

Provide innovative and strategic direction for the design, delivery and on-going evaluation of well-articulated, state-of-the-art education programs, teaching, curricula and academic support services that facilitate student success.

Apply online at https://apptrkr.com/1772609

Please submit your online application, CV, cover letter and upload the following attachments:
• List of References
• Research Statement
• Statement of Diversity Contribution
• Statement of Teaching Philosophy.

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.

he North Carolina School for the Deaf (NCSD), located in Morganton, North Carolina provides specialized instruction for the deaf and hard of hearing students ages 3 to 22. NCSD was founded in 1894 and serves the 47 westernmost counties in North Carolina. As a part of the NC Department of Public Instruction’s Education Services for the Deaf and Bind; the mission is to provide individualized comprehensive educational, vocational, and residential programs for the deaf and hard of hearing students leading to productive, independent, and successful lives.
The North Carolina School for the Deaf is one of two schools for the deaf in North Carolina that provides an appropriate environment in which a hearing-impaired child can develop to his/her maximum potential in all areas: academic, vocational, communication, social, emotional, and Independent Living skills. NCSD serves students Pre-K–12th grade.
The school, operates within a regular academic year and a 4-week summer program. Sunday afternoon through Friday 5:00 P.M.; currently serving approximately 85 students on campus with support services and administration operating a full calendar year.

North Carolina School for the Deaf has an Anticipated Vacancy for School Prinicipal beginning April 1, 2020

Under the direction of the School Director, this position will administer, coordinate, and supervise the entire instructional program at the NC School for the Deaf. Educational programs include kindergarten through 12th grade programs including academic, vocational, special needs, and related services.

Major Responsibilities and Duties:

Responsible for supervision of all licensed staff and state personnel staff by providing position descriptions to be signed by staff, assignment of duties, observations, supervision to insure compliance with position description, and performance appraisals in accordance to Department of Public Instruction and Office of State Personnel regulations.

Independently resolves routine work problems and complaints, provides job coaching and documented counseling, and disciplinary action upon approval of the school director.
Active member of the Admission Team and process.

Develops student and staff schedules for orderly management of the educational programs.

Assists in the development of the education program components such as: curriculum in accordance with the NC Common Core State Standards, student assessment in accordance to the NC DPI Accountability Standards and best practice,

Student Code of Conduct, grant writing and implementation, and special programs to enhance student experiences and motivate students to achieve their maximum potential.

Responsible for actively supporting the School Improvement Team and providing administrative support for implementation of the School Improvement Plan.

Monitors students, staff, assessment results, interdepartmental coordination, and parent communication to ensure every section of the School Improvement Plan is being implemented.
Responsible of implementing all IDEA regulations especially the establishment of quality Individual Education Plans for each student in a timely manner and makes every effort to insure all parties are invited and can participate.

Coordinates Behavior Implementation Plans for all students and insures they are implemented and monitors their success.

This is a Monday through Friday, from 8:00 a.m. to 5:00 p.m., 12-month position. Some flex hours may vary due to student activities that may occur during the evening hours or assigned time sensitive assignments. Occasional travel will be involved with this position.

Description
The Secondary Principal provides leadership and supervision to promote the effective teaching and learning of students and staff.

SUPERVISOR: Director of Curriculum & Instruction

FUNCTIONS AND RESPONSIBILITIES:

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

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

Implements disciplinary action when necessary.

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

Works collaboratively with TLC specialists and clinicians.

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

Ensures effective collaboration among all members of the department.

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

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

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

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

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

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

Conducts annual evaluations of department staff.

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

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

Maintains student and staff confidentiality.

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

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

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

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

*Perform other tasks as assigned by the Department Supervisor.

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

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

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

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

The Communication Studies program invites applications for a nine-month non-tenure-track.

Gallaudet University serves deaf and hard of hearing students from many different backgrounds. It is the university’s mission to have faculty that reflects the student body. Gallaudet is an equal employment opportunity/affirmative action employer and actively encourages deaf, hard of hearing, members of traditionally underrepresented groups, people with disabilities, women, and veterans to apply for open positions. Candidates must possess the qualifications listed below at the time of appointment.

Qualifications:

Master of Arts or Sciences in Communication Studies.
University-level teaching experience or the equivalent in Communication Studies.
Demonstrated effectiveness in adapting teaching methodology to individual student needs.
Demonstrated knowledge of deaf culture and deaf students.
Evidence of publication record or active research interest.
Gallaudet is a bilingual university. Proficiency in American Sign Language (ASL) is highly desirable at the time of hire. If not already proficient, a new faculty member must develop proficiency in ASL in accordance with the Gallaudet University Faculty Handbook.
Responsibilities:

Teach a full range of Communication Studies courses including core and electives.
Teach interdisciplinary Communication Studies courses in the General Studies program.
Non-tenure track applicants must select either engaging in scholarly activities or engaging in service activities to the program, department, university and community.
Duties as assigned by the Communication Studies program coordinator.
Salary and Rank: Lecturer I, Lecturer II, Senior Lecturer Position; rank and salary are commensurate with experience and qualifications. Appointment will be for the nine-month academic year. Position contingent upon funding.

Full job description can be found at: https://4.files.edl.io/f9fe/10/04/19/165850-617714d6-29bd-49e8-9e2b-d6dc941b7015.pdf

BROAD SCOPE OF POSITION:
This position reports to the Director of Special Education, and is responsible for the psychological, educational, developmental, social, and emotional assessment of children, birth to age 21 who are Deaf / hard-of-hearing, and who may have other disabilities. This position will function as lead School Psychologist also responsible for providing School Psychology outreach services, coordination of RtI (Response to Intervention) and PBIS (Positive Behavior Intervention and Support) efforts campus wide, providing written analysis of behavioral and critical incidents, and leading school wide professional trainings.

MAJOR DUTIES AND RESPONSIBILITIES:
Performs work associated with the completion of psychological, educational, developmental, social, and emotional assessment of children who are Deaf/hard-of-hearing, and who may have other disabilities: development and monitoring of behavior management plans; crisis intervention as needed; participation in educational plan development (IEP & IFSP); counseling caseload of clients; case management; coordination of mental health services.
Demonstrates knowledge / skill in the areas of task analysis, assessment, behavior management, functional behavior assessments, behavior intervention plans, organization / planning, parent relations and teamwork.
Works as part of the education / diagnostics team responsible for identifying, monitoring, evaluating, developing, and implementing individual objectives for assigned students.
Provides support in reviewing IEPs to ensure compliance with state and federal laws.
Provides a summary of all critical incidents that occur during the school year with any suggestions for system changes as a result of the analysis.
Provides on-going professional development in areas of child abuse reporting, and threat assessment as necessary.
Provides direct individual counseling and teaches group social emotional lessons as needed.
Utilizes appropriate communication skills with each student.
Provides outreach services as assigned, which may include consultation, assessment, counseling, and the coordination of services with local district and agency personnel.
Positively serves as a team member in the Student Services Department, and the Colorado School for the Deaf and the Blind (CSDB) as a whole; and participates in regular team and departmental meetings, school and instructional meetings as required, counseling team meetings, and the school wide strategic planning process.
Works as part of PBIS/MTSS teams responsible for assisting in data collection, team meetings, and diagnostic interpretation for academic and behavioral intervention planning.
Provides parent consultation; participates in selected parent-focused activities, etc.
Participates in activities related to staff development and training/workshops as appropriate, including presentation of information regarding the social/emotional development of children who are Deaf/hard-of-hearing.
Performs other appropriate duties as assigned.