POSITION: Teacher of the Deaf
Hours: 8:30a.m – 3:00 p.m.; Thursday 8:30a.m – 4:00p.m
● 10-month position Schedule-Follow Professional Calendar
Lunch 50 Min/ 25 Min when on duty
● 182 days
● Plus 2 parent meetings (evenings)
CLASS RATIO: 6:1:1 or 6:1:2
PRIMARY RESPONSIBILITIES:
To work in a collaborative manner with colleagues to assure the educational, social-emotional development of students with various
disabilities; teach Upper or Lower School subjects according to NYS Common Core Standards. Follow NYS Education Department
(SED) Part100 and 200 school regulations with necessary adaptations for individual IEP goals.
I. CURRICULM AND INSTRUCTION:
Develop unit plans, lesson plans and maintain plan books in curriculum areas according to NYS requirements with consideration of
needs and abilities of diverse student learners.
● Follow daily program teaching points of lesson plans, and best practices as they relate to the lesson.
● Leave planned lessons and materials available at all times for acquired substitute.
● Implement special education approaches with approval of Supervisor and within framework of school philosophy and goals.
● Prepare special programs and/ or shows for schoolwide activities as needed.
Prepare IEP’s. Review and update as required.
● Keep currently aware of capabilities and limitations of each child through daily ongoing evaluation
of student records, and teacher developed and standardized testing.
● Study and utilize each child’s learning style.
● Obtain and analyze student-writing samples annually.
II. LANGUAGE/ COMMUNICATION:
● Use of listening and spoken language approach to maximize auditory development.
● Support student’s optimal auditory access and use of amplification by conducting daily listening checks.
● Monitoring student’s amplification use throughout the day.
● Communication/collaboration with audiologists and speech teachers regarding student’s amplification use and function.
● Knowledge regarding audiograms and student’s hearing loss, aided and unaided hearing levels, equipment devices
● Promote each child’s age appropriate independence with their own equipment.
III. REPORTS:
● Prepare suitable educational reports for New York State Education Department, clinics and other
related agencies as requested.
● Preserve samples of children’s work.
● Prepare and update confidential educational folder for each student in June for receiving teacher.
● Prepare report card grades.
IV. MANAGEMENT:
● Manage behavior in class and seek counsel and assistance for complex behaviors.
● Share duties and special supervision according to scheduling and department needs.
● Support all facets of student development.
V. RELATED RESPONSIBILITIES:
● Participate in conferences with supervisor according to schedule or as necessary.
● Participate in conferences as pupils’ or parents’ need indicate.
● Participate in multi-discipline staff conferences as requested by supervisor.
● Participate in staff meetings as scheduled.
● Work cooperatively with Speech Teacher and other supportive staff.
● Supervise and plan with teacher assistant/aides and/or student teachers.
● Prepare evaluations of teacher assistants/aides annually.
● Use available school resources for continuing professional development.
● Initiate recommendations for improvement of school programs and general functions.
● Monitor all classroom and personal amplification systems, and report needed repairs promptly.
● Participate in team meetings with hospitals and clinics, as requested by supervisor.
PROFESSIONAL QUALIFICATIONS:
1. B.A. or B.S. in an Education related area.
2. MA in Education of the Deaf or complementary area of Education if B.A. or B.S. in Education of Deaf.
3. NYS Certification in Education of Students who are Deaf
4. N-6 or Early Childhood Education, if applicable.
5. LSLS AVEd certification .
MINIMUM REQUIREMENTS BEYOND PROFESSIONAL PREPARATION:
1. Willingness to participate in in-service programs offered by the school and to engage in course work recommended by
administration as an indication of continuing professional growth.
2. Ability to work with atypical learners.
3. Ability to utilize multi-disciplinary recommendations, in overall programming and/or specific interventions.
4. Possess positive preventative behavior management skills.
5. Ability to work as a team with another adult in the classroom setting.
6. Ability to work collaboratively with school staff across grades, disciplines and responsibilities.
