Conducts audiological evaluations for TSD students, staff and the community.
Reviews community audiological evaluation data and determines audiological needs for student coming from out of state.

Performs hearing aid evaluations for TSD students, staff and the community.
Provides information related to hear loss and its educational impact to students and parents.

Consults with a variety of staff, teachers, students, parents, and outside agencies for the provision of appropriate audiological services to students.

Attends Admission, Review and Dismissal (ARD) meetings to review evaluation results.

Works with teachers and students related to auditory training, listenting devices (such as FMs and soundfield systems) and increased auditory access (iPads, speakers on TV and computer, etc)

Works in conjunction with ECI and local ISDs for continued audiological care and proper placement of children in the greater Austin area.

Coordinates Ear, Nose and Throat (ENT) appointments for TSD students and assists families in finding local providers in order to complete initial AI eligibility as required by the state.

Completes paperwork for Medicaid reimbursement and SHARS (School Health and Related Services).

Ensures supplies are ordered and initiates hearing aid repair services.

POSTING DATE: 11/18/2021
CLOSING DATE: Open until filled
HIRING SALARY: Commensurate with education and experience
POSITION TYPE: EHRA Faculty, 10-month, 1.0 FTE

See a full-color position profile at https://www.ncssm.edu/morgantonjobs/worldlanguages.

The North Carolina School of Science and Mathematics (NCSSM) invites applications for full-time Instructors of World Languages, including American Sign Language (ASL), at its new campus in Morganton, North Carolina. This recruitment is for three vacancies. Positions are 10-month, permanent-track positions with full benefits through the State of North Carolina.

We invite and welcome all applications for employment within our institution. NCSSM is an equal opportunity and affirmative action employer. All qualified applicants will receive consideration for employment without regard to race, color, national origin, religion, sex, gender identity or expression, age, sexual orientation, genetic information, status as an individual with a disability, or status as a protected veteran. If you are an individual with disabilities requiring accommodations in the application and interview process, please contact us at (919) 416-2662.

Description of Duties:

Founded in 1980, the North Carolina School of Science and Mathematics is a state-supported residential and online high school for students who have demonstrated exceptional talent or interest in science, mathematics, engineering, and technology. Since the school’s inception, the humanities and fine arts have been an integral part of an NCSSM education and have played a key role in helping the institution fulfill its mission to cultivate a new generation of informed, empathetic, engaged, and ethical citizens and leaders.

The three positions are full-time, ten-month appointments in the Department of Humanities at the NCSSM-Morganton campus, with full benefits through the state of North Carolina. The positions report to the Chair of Humanities, NCSSM-Morganton, and are responsible for providing instruction in one or more of the following languages: American Sign Language (ASL), Spanish, French, Chinese, Japanese, Arabic, Portuguese, Russian, German, Korean, Italian, and/or Latin.

The expected teaching assignment for each position is three course sections per semester. Successful candidates will be able to teach a range of courses, from introductory through advanced levels of the language. We also look favorably upon a diversity of experience, interests, and background preparation, given that our humanities course offerings range from American Studies (the core humanities experience for all NCSSM juniors) to a wide range of senior-level cultural studies courses, including Latin American Studies, African Studies, Asian Studies, Western European Cultural Studies, Modern World Fiction, Digital Humanities, Critical Race Theory, Women’s, Gender, and Sexulatity Studies, Southern Studies, and Literature and Philosophy of the Twentieth Century. Our program also includes student- and faculty-driven seminars and independent studies. Therefore, intellectual curiosity is a must, as is an open, willing, and energetic can-do attitude.

The ideal candidate will be eager to participate fully in the wide variety of academic and cultural endeavors our school offers, values, and promotes. We also offer students the opportunity to travel domestically and abroad during a designated period in our academic calendar called January-Term. Experience in leading student travel groups and/or the willingness to do so is a definite plus, as is being open to help facilitate international exchanges and language and cultural enrichment programs.

Other Responsibilities Include:

o Develop and communicate to students clear course objectives and goals;
o Plan and develop an instructional program that helps students assimilate specific course content and skills;
o Hold office hours and tutorial sessions as outlined by the Department of Humanities;
o Regularly monitor and evaluate students’ progress, providing them with resources and feedback on their performance;
o Structure and manage an environment conducive to learning;
o Model for students responsibility to self and others;
o Follow the school’s philosophy, policies, and procedures;
o Participate in departmental, faculty, and staff meetings;
o Serve on departmental, faculty, and school-wide standing committees;
o Write recommendations for as many as 15 students each year, as requested;
o Serve as a January-Term sponsor;
o Participate in professional development and personal intellectual growth activities;
o Participate in one or more of the following activities:
– Provide information, service, and expertise to other schools and organizations;
– Assist students with special projects, independent and individual study, and seminar-based studies;
– Participate in the NCSSM admissions process by recruiting, selecting, and advising prospective students;
– Participate in NCSSM alumni activities;
– Provide assistance for school-sponsored programs and extracurricular activities.

Knowledge, Skills, and Abilities:

Since NCSSM is committed to an interdisciplinary approach to the study of the humanities, applicants should have a wide-ranging knowledge of literature and its cultural and historical contexts, a passion for teaching and learning, and a love of ideas, combined with a commitment to serving as mentor and guide for students — both in the classroom and in extracurricular activities. Applicants should be able and willing to use appropriate educational technology to engage students in learning, in both face-to-face and remote settings. Applicants should be dedicated to continual growth, both as teachers and learners. Since all NCSSM faculty and staff are expected to support the intellectual, cultural, emotional, and social growth of students — responsibilities that transcend a traditional high school or college teaching schedule — applicants should bring to the work a keen commitment to participating actively in the multi-dimensional life of the NCSSM community.

Minimum Education and Experience:

A Master’s degree in a World language and/or World literature or a related field and proof of successful teaching in World Language in a proficiency-based program, or an advanced degree in another relevant field, with a proven track record as an effective and inspiring instructor of World Languages in a proficiency-based language program.

Desired:

Ability to teach American Sign Language (ASL), which will be one of the languages taught in NCSSM-Morganton’s World Languages program. Ability to teach multiple world languages and to develop multi-level, proficiency-based curricula that allow for multiple entry points for students, including heritage speakers. Demonstrated experience teaching effectively in the target language(s) and consistently delivering comprehensible input. Familiarity with the ACTFL OPI Proficiency Guidelines or ASLTA national ASL standards. Experience and expertise in effective uses of instructional technology. Excellent organizational and collaboration skills. Experience and expertise in working with advanced high school or undergraduate students.

Please attach a cover letter, CV, and statement of teaching philosophy to the online application before submitting. For applicants applying for the ASL position, please include your ASLTA score.

About NCSSM:

North Carolina School of Science and Mathematics (NCSSM) challenges academically talented students from across the state with a comprehensive curriculum including highly specialized courses in science, technology, engineering/computer science, and mathematics. NCSSM opened in 1980 as something of an academic experiment: Would something excellent happen if we gathered together a highly motivated and diverse student body with a critical mass of equally motivated, accomplished, credentialed, and diverse faculty within a space dedicated to the power of the scientific method? Four decades later, NCSSM has built a firmly rooted reputation as an academic powerhouse, educating intellectually gifted students from every corner of the state, representing rural and urban communities, and all socioeconomic and ethnic backgrounds. Eleven states and several countries worldwide have since used NCSSM as the model for their own programs.

Today, as in 1980, the mission of NCSSM, an intellectually stimulating, diverse, inclusive, and collaborative community, is to:

o educate and nurture academically talented students to become state, national, and global leaders,
o increase access to high quality public education in North Carolina, and
o cultivate engaged citizens who will work for the betterment of the world,

through challenging programs, with an emphasis on STEM, driven by the pursuit of excellence and innovation.

Altogether, nearly 1,500 North Carolina students from all 13 congressional districts and nearly all 100 counties are enrolled in one of our three signature programs: our residential diploma program, our online certificate program or our Open Enrollment Distance Education program. Our Open Enrollment courses, taught via interactive video conferencing, expand local offerings to include enrichments and advanced coursework otherwise unavailable in students’ home communities. NCSSM instructors teach live to classrooms statewide daily, broadcasting more synchronous video than any other public provider in the state.

By 2022, NCSSM will expand to an additional campus in Morganton, NC. Funded by the Connect NC Bond, legislative appropriations, and private philanthropic gifts, the campus will initially accommodate 300 additional residential diploma program students as well as increased distance education enrollment.

NCSSM has more than 11,000 alumni, nearly all of whom attended colleges and universities (a great majority within our own top NC public universities) and nearly three-quarters of whom have earned or are seeking a graduate degree. According to a 2019 survey of alumni who attended the school between 1980 and 2018, 64 percent of NCSSM college graduates earn a bachelor’s degree in a STEM field — over three times the national average for high school graduates. And 58 percent of NCSSM underrepresented minority (URM) graduates earn an undergraduate degree in a STEM field — nearly four times the national average for URM students. A 2020 economic impact study found that 54 percent of our alumni continue to live and work in North Carolina, catalyzing nearly $1.3 billion in economic activity and making priceless contributions to our quality of life as teachers, physicians, scientists, entrepreneurs and other community leaders. Many of our graduates, the oldest of whom are in their mid-50s, refer to their time at NCSSM as “life-changing” and continue to support their alma mater with charitable gifts, volunteerism, and other purposeful engagement.

Our school is a full constituent of the University of North Carolina System and is governed and supported by the UNC Board of Governors, NCSSM Board of Trustees, NCSSM Foundation, NCSSM Alumni Association, NCSSM Parent Association, NCSSM Faculty Senate, NCSSM Staff Senate, and NCSSM Student Government Association. Notably, a representative from each of our Faculty Senate, Staff Senate, and Student Government Association serve as ex-officio, non-voting members of our Board of Trustees.

NCSSM operates as a free public school open to qualified NC students, regardless of financial means. We generate more than 10 percent of our institutional budget from private donations, a ratio that will likely increase as we undertake a comprehensive fundraising campaign.

Consistent with our founding and governance, the institution is guided by a standing strategic plan. Though goals may shift from time to time, our core beliefs have remained fundamentally unchanged since our establishment:

o Our greatest resource is the capability and creative capacity of the human mind.
o Everyone is unique and has intrinsic value.
o Diversity and inclusion enrich and strengthen lives and communities.
o Embracing challenge inspires growth and the pursuit of excellence.
o Individuals are responsible for their choices and actions.
o With opportunity, support, and effort all people can realize their full potential.
o A nurturing community develops the well-being of the whole person.
o Service to others builds and strengthens our community.
o Environmental stewardship and resource sustainability are a shared responsibility.
o A passion for learning throughout life leads to success and fulfillment.
o Collaboration fosters learning, ignites innovation, and cultivates community.
o Adhering to high ethical standards is essential for a community to function and flourish.
o Access to high quality public education is essential to a free, democratic society.

NCSSM is an EEO/eVerify/VEVRAA Employer

MSDB provides comprehensive educational opportunities for Montana’s deaf, hard of hearing, blind, and visually impaired children, in order for each child to reach his or her full educational potential. MSDB also serves as a statewide resource center for parents of deaf and blind children, and for school districts and professionals serving students with vision or hearing loss.

The Superintendent administers all programs and functions of MSDB within the guidelines of statutes, policy and rule as prescribed by the Montana Board of Public Education.

The Superintendent:

* provides oversight and guidance to a leadership team and several program areas (Administration, Facility Maintenance, Cottage Life, Education, and Outreach);
* directs the development, implementation, and administration of short and long-range plans and policies for educational, support, and extra-curricular programs;
* manages and develops staff and provides direction on day-to-day school operations;
* prepares and directs management of annual and biannual budgets;
* ensures accreditation is achieved and maintained;
* represents MSDB at public meetings, legislative sessions, and in the media; and
* serves as a voting member of the MSDB Foundation and provides administrative services to the Foundation.

MSDB is a 24-hour residential facility. The Superintendent is required to be available beyond the normal workday. This position also requires occasional travel.

Competencies:

This position requires a wide range of knowledge, skills, and abilities including:

* knowledge of the laws, rules, and regulations governing special education and school administration;
* knowledge and understanding of the unique needs and culture of the deaf, hard-of-hearing, blind, and visually impaired communities;
* knowledge of current issues and trends in the fields of education of the deaf and education of the blind;
*Knowledge and experience in public administration, public relations, and legislative processes;
* proven skills in leadership, change-management, and strategic planning;
ability to identify and seek out local, state and national individuals and organizations for ideas and support;
* advanced relationship-building and communication skills of speaking, listening and writing;
* extensive knowledge of personnel and budget management;
* knowledge of management and leadership practices and techniques;
* ability to function under pressure and manage conflicting points of view;
* ability to effectively manage and respond to politically sensitive and controversial issues, and handle public criticism;
* ability to lead employees and contractors via feedback and accountability systems;
* ability to delegate authority appropriately while maintaining accountability;
* possesses basic sign language skills or the ability to learn sign language; and the
* ability to operate a personal computer, general office equipment, and software as necessary to complete essential functions.

Education/Experience:

The stated knowledge, skills, and abilities are typically acquired through a master’s degree in Education from an accredited college or university. The position requires a Montana Teaching Certificate with an Administrative Endorsement and at least 7 years of teaching and education administration experience. Experience educating deaf, hard-of-hearing, blind, and visually impaired children or young adults is strongly preferred. A Superintendent’s endorsement in education is also preferred. Alternative combinations of education and experience may be considered.

We are currently recruiting for a newly created role, Social & Human Program Consultant 4/Unit Supervisor to oversee social service programs in our Office of the Deaf and Hard of Hearing (ODHH) division of Aging and Long Term Support Administration at DSHS.

In this viable role, you will supervise a unit of SHPC 2 program managers that deliver statewide programs and training for people with communication modalities, hearing loss, communication barriers, and accessibility. Success in this role will come from those who communicate effectively in American Sign Language (ASL) and have strong skill sets in independent decision-making, public relations skills, and conflict management. A hybrid telework schedule is available for this role.

You will be an advocate on behalf of underserved communities and work to improve communication access resources to people that are deaf, deafblind, and hard of hearing. You will utilize your management skills in evaluating staff performance and provide ongoing feedback to help staff develop and enhance their skills.

Some of what you will do

Direct and supervise social service staff and clerical support, who provide ODHH services
Develop and monitor short and long-term plans for each of the seven service programs
Coordinate and facilitate unit meetings and ODHH workgroup
Oversee the intake and coordination of service contracts
Conduct and review quality assurance audits

This rewarding career opportunity is for those dedicated to improving communication access and resources specifically for people who are hard of hearing or experiencing hearing loss and for deaf and deafblind people. Join our hard-working team of professionals at the Office of the Deaf and Hard of Hearing (ODHH) as the Hard of Hearing Consultation and Resources Program Manager at DSHS’s Aging and Long-term Support Administration.

ODHH is seeking a motivated person who communicates fluently in American Sign Language (ASL), has the skills and confidence to train professionals on how to work with individuals who are hard of hearing or experiencing hearing loss and have communication assistive technology knowledge for Hard of Hearing, Deaf, and Deafblind people. A hybrid telework schedule is available for this role.

One of ODHH’s missions is to increase the number of service providers receiving education and training in communication access modalities (various communication methods and tools used by people who are deaf, deafblind, and hard of hearing) in Washington State. Providing virtual and/or onsite training and educational opportunities to DSHS staff and service providers about communication access puts ALTSA on the path towards a more inclusive environment for our hard of hearing clients and colleagues. Moreover helps to ensure that we as an administration are equipped to meet the communication access needs of all people with hearing loss and identity.

Some of what you will do

Lead, design, recommend and administer a communication access modalities and education-training curriculum: a statewide program for the provision of training, hearing loss education, consultation, and resources to the service providers and families of the Deaf, Deafblind, Hard of Hearing, Late Deafened, and Speech Disabled communities
Conduct field visits to monitor their effectiveness and appropriateness of services
Develop and maintain relationships with stakeholders and service providers, which may involve contract development; develop and maintain a partnership with other local organizations
Collaborate with the hearing loss communities, not limited to Hearing Loss Association of America, Washington State Veterans Affairs, Hearing Loss and Older Adults groups to provide hearing loss education and support

Teacher- Elementary
Full time- Exempt/Salary

Sign On Bonus- $1,500
Housing resources available

TLC Diversity Statement:
The Learning Center for the Deaf is on a journey to create an inclusive and welcoming space for people of all backgrounds. Together, we continue to build an inclusive culture that encourages, supports, and celebrates our TLC community members’ diverse narratives. We embrace and value multiple approaches, experiences, and perspectives. TLC believes that diversity fosters innovation. We are committed to cultivating a place where everyone can feel they belong.

About TLC:
The Learning Center for the Deaf is a nationally-recognized leader of services for deaf and hard of hearing children, adults and families, including: a Pre-K to 12+ day school; therapeutic residential program for ages 8-22; outpatient audiology clinic for all ages; wraparound behavioral health; interpreting services and communication access for academic, business and medical settings; and public school partnership program across Massachusetts.

About MPS:
MPS enrolls nearly 200 deaf and hard of hearing students (Pre-K to 12+) on our Framingham, MA campus. We are proud of our history as the first school in the United States to have adopted the ASL/English bilingual, bicultural model in a K-12 educational setting. MPS offers a full range of academics, including Honors and Advanced Placement courses, along with vocational training courses as well as intensive classes for students who have learning disabilities or developmental disabilities.

DESCRIPTION:
Classroom Teachers of the Deaf create, with the students, a community of learners where students feel respected and honored. Teachers set instructional objectives, design and prepare instruction and plan and implement various supportive activities that meet age appropriate emotional, physical and instructional needs of students. Teachers communicate learning goals and high standards and expectations to students. Teachers build positive relationships with parents and colleagues, in order to enhance each student’s ability to learn effectively.

FUNCTIONS AND RESPONSIBILITIES:
Establishes an organized physical space and a creative classroom environment that is positive for student learning and involvement.
Uses assessment to drive classroom instruction (formative and summative assessments).
Plans instruction effectively, engages learners and uses appropriate instructional techniques.
Monitors student understanding of the curriculum and adjusts instruction, materials, or assessments, where appropriate.
Uses available resources to analyze, expand, reflect upon, and refine professional knowledge and skills.
Writes annual IEP student goals and works steadily to help students attain these goals and reports IEP progress quarterly; Attends IEP meetings.

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.

SKILLS AND QUALIFICATIONS:
• Massachusetts State Teacher Certification (or certification from a reciprocal state)
• Master’s Degree in Deaf Education
• A minimum of conversational fluency in American Sign Language required, with native, or near-native ASL fluency preferred
• Prior experience working with children preferred
• Verbal and written communication skills are at sufficient level to ensure effective communication
• Interpersonal skills developed to a level which will allow smooth cooperation at all levels within the agency
• Ability to work effectively as part of an educational team

Teacher – Early Childhood
Full time- Exempt/Salary

Sign on Bonus $1,500
Housing resources can be shared
ASL proficiency required

TLC Diversity Statement
The Learning Center for the Deaf is on a journey to create an inclusive and welcoming space for people of all backgrounds. Together, we continue to build an inclusive culture that encourages, supports, and celebrates our TLC community members’ diverse narratives. We embrace and value multiple approaches, experiences, and perspectives. TLC believes that diversity fosters innovation. We are committed to cultivating a place where everyone can feel they belong.

About TLC:
The Learning Center for the Deaf is a nationally-recognized leader of services for deaf and hard of hearing children, adults and families, including: a Pre-K to 12+ day school; therapeutic residential program for ages 8-22; outpatient audiology clinic for all ages; wraparound behavioral health; interpreting services and communication access for academic, business and medical settings; and public school partnership program across Massachusetts.

About MPS:
MPS enrolls nearly 200 deaf and hard of hearing students (Pre-K to 12+) on our Framingham, MA campus. We are proud of our history as the first school in the United States to have adopted the ASL/English bilingual, bicultural model in a K-12 educational setting. MPS offers a full range of academics, including Honors and Advanced Placement courses, along with vocational training courses as well as intensive classes for students who have learning disabilities or developmental disabilities.

Early Childhood Center Classroom Teachers of the Deaf help create an inclusive community of learners, where students feel respected and honored. Following a Reggio-Emilia inspired philosophy, teachers set instructional objectives, design and prepare instruction and plan, and implement various supportive activities that meet age appropriate emotional, physical and instructional needs of students. Teachers communicate learning goals and high standards and expectations to students, while building positive relationships with parents and colleagues.

FUNCTIONS AND RESPONSIBILITIES:
Establishes an organized physical space and a creative classroom environment that is positive for student learning and involvement.
Complies with school, state, and federal policies and procedures and supports the mission of the school.
Develops and uses authentic assessment of student learning including documentation of early childhood learning experiences using photos and video.
Maintains appropriate classroom standards of behavior, mutual respect, and safety.
Promotes confidence and perseverance in the students, while stimulating increased personal responsibility for achieving individual goals.
Plans and completes necessary testing or data collection, documentation, and interpretation of data.
Writes annual IEP student goals, works steadily to help students attain these goals,monitors and reports IEP progress quarterly; Attends IEP meetings.

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.

SKILLS AND QUALIFICATIONS:
• Massachusetts State Teacher Certification in Early Childhood Education, Deaf Education, or Special Education (or certification from a reciprocal state)
• Master’s Degree in Early Childhood Education, Deaf Education, or Special Education
• Prior experience working with young children preferred
• Familiarity with the Reggio-Emilia philosophy
• Ability to work effectively as part of an educational team

Special Education Teacher
Full time- Exempt/Salary

Sign On Bonus $1,500
Housing resources available
Relocation costs may be covered
Fluency in American Sign Language

TLC Diversity Statement:
The Learning Center for the Deaf is on a journey to create an inclusive and welcoming space for people of all backgrounds. Together, we continue to build an inclusive culture that encourages, supports, and celebrates our TLC community members’ diverse narratives. We embrace and value multiple approaches, experiences, and perspectives. TLC believes that diversity fosters innovation. We are committed to cultivating a place where everyone can feel they belong.

About TLC:
The Learning Center for the Deaf is a nationally-recognized leader of services for deaf and hard of hearing children, adults and families, including: a Pre-K to 12+ day school; therapeutic residential program for ages 8-22; outpatient audiology clinic for all ages; wraparound behavioral health; interpreting services and communication access for academic, business and medical settings; and public school partnership program across Massachusetts.

About MPS:
MPS enrolls nearly 200 deaf and hard of hearing students (Pre-K to 12+) on our Framingham, MA campus. We are proud of our history as the first school in the United States to have adopted the ASL/English bilingual, bicultural model in a K-12 educational setting. MPS offers a full range of academics, including Honors and Advanced Placement courses, along with vocational training courses as well as intensive classes for students who have learning disabilities or developmental disabilities.

DESCRIPTION:
Provides classroom instruction for children who have moderate to severe disabilities in addition to deafness, within a Secondary (grades 6-8 or 9-12+) setting. Prepares lesson plans and other instructional materials to match student ability levels and in accordance with the student’s Individual Educational Plan (IEP) and state curriculum frameworks, including teaching life, community, and transition skills. Evaluates and documents appropriate data to monitor student progress and serves as an advisor/advocate. Works in a team, or departmental capacity, as assigned. Grades and subjects vary.

FUNCTIONS AND RESPONSIBILITIES:
Instruction of students with specific learning disabilities, speech or language impairments, intellectual disability, physical disabilities, emotional disability, multiple disabilities, visual impairments, autism spectrum disorder, or general deafness;
Establishes an organized physical space and a creative classroom environment that is positive for student learning and involvement;
Uses assessment to drive classroom instruction (formative and summative assessments);
Plan instructions effectively, engages learners, and uses appropriate instructional techniques;
Monitors student understanding of the curriculum and adjusts instruction, materials, or assessments, where appropriate;
Uses available resources to analyze, expand, reflect upon, and refine professional knowledge and skills;
Writes annual IEP student goals and works steadily to help students attain these goals and reports IEP progress quarterly; Attends IEP meetings.

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.

SKILLS AND QUALIFICATIONS:
Preferred Master’s degree in Deaf Education, Special Education, or a related field, Bachelor’s degree in content area or a related area
Certification in the areas of Deaf Education or Special Education
Licensed or able to be licensed by Massachusetts DESE as a Teacher of the Deaf or a Teacher of Moderate or Severe Disabilities
Ability to work effectively as part of an educational team

Sign on Bonus- $1,500
Housing resources available
Relocation costs may be covered

Must have an understanding of special education procedures and policies and the application of service delivery, curriculum and instruction of students with disabilities. Must have comprehensive knowledge of the coordination of service delivery, related service providers, and community agencies and other resource providers.

Case manages student records and services in accordance and compliance with State and Federal regulations. Coordinates the exchange of student information with Local Education Agencies (LEAs), State Operated Programs (SOPs) and other education agencies.

To meet all compliance requirements and to ensure consistency across school programs; attend specific DESE & MAAPS meetings related to IEPs; and assume other responsibilities as designated by the Director of Curriculum and Instruction.

SUPERVISOR: Director of Curriculum and Instruction

FUNCTIONS AND RESPONSIBILITIES:

Schedule and manage TEAM meetings, including annual and re-evaluation meetings
Assist with the provision of services for students’ individual needs in the least restrictive environment compliant with the service delivery grid of their Individual Educational Program (IEP).
Coordinate and collaborate with classroom teachers, counselors, social workers, specialists, intervention specialists, academic/behavior interventionists, and others regarding students’ accommodations, program modifications, instructional supports, behavior intervention plans, etc.
Communicate with the principal regarding parent concerns and questions regarding the implementation of students’ IEPs and instructional programs.
Train and monitor development of IEP goals, objectives and relevant areas within the IEP.
Ensure compliance with state and federal special education regulations, including timelines.
Ensure the preparation of appropriate documents for review meetings, including collecting and organizing IEP goals and objectives from all service providers.
Provide educational consultation to teachers, staff, service providers, and parents that will enhance their understanding of the needs of students with disabilities.
Provide support of special education teachers and service providers in daily activities and mandated paperwork requirements.
Monitor completion of progress reports.
Confirm that services are documented in appropriate databases (i.e., school-based student information systems and the Special Education Data System (Frontline)).
Perform other duties and functions as deemed necessary
Keeps the education director & superintendent informed of students/staff issues and needs.

Requirements
Master’s degree in Education of Deaf students, Education of Deaf students with additional disabilities or Special Education preferred
Three years of successful classroom teaching experience with Deaf and Hard of Hearing students
Fluent in American Sign Language and written English and possess knowledge of all ages and levels of students including students with multiple disabilities and cognitive disabilities.
Excellent organizational skills.
Ability to adhere to deadlines and work independently.
Quick learner, adaptable, committed to acting in the best interest of students.
Strong interpersonal skills.
Ability to work as part of a team.

Sign on Bonus $1,500
Housing resources shared
Relocation costs may be covered

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

ASL proficiency required

The Learning Center (TLC) offers education programs that teach and enrich students through culturally responsive learning spaces and trauma-informed care. Its language-rich learning environment supports learning and teaching experiences for students and staff. TLC education programs include Marie Philip School and Walden School, nationally-recognized day and residential education and therapeutic programs for deaf children and youth ages 8-22. As a pioneer in bilingual and bicultural ASL/English pedagogy, the education programs incorporate linguistically and culturally responsive team approaches including families, guardians, support staff, and teachers in every child’s growth and development.

FUNCTIONS AND RESPONSIBILITIES:

Cultivates and deepens cultural competence of themselves and the adults and students they lead and the school community in every aspect of TLC.
Maintains knowledge of and engages education staff in coherence and alignment of education programming designed to prepare students to meet the educational standards established by the Commonwealth of Massachusetts.
Manages resources to promote equitable access and outcomes for students.
Provides direct supervision of the performance of all Teachers and Assistants in the department through classroom observations and regularly scheduled meetings.
Ensures effective collaboration with LEAs and other representative agencies.
Engages and welcomes families as a critical contributor to their child’s education, and as members of the school community.
Works collaboratively with the counseling/clinical, residential and nursing departments and all TLC specialists/consultants.
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.
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 additional disabilities, 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 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
Demonstrated understanding of culturally responsive instruction and equity in schools
Licensed by Massachusetts DESE as a Principal, Teacher of the Deaf or related licensure field (or certification from reciprocal state)
Master’s degree in Deaf Education, Education, or related field
Exhibit a personality that demonstrates enthusiasm, interpersonal skills, and effective communication for working effectively with a diverse body of students, teachers, families, administration, staff, other professionals, and the community
Minimum of 5 years experience as a Teacher in an educational classroom (preferably in a school or program for deaf and hard of hearing students)
Experience working in a bilingual/bicultural environment preferred
Previous supervisory experience with educational staff
Possess leadership skills and mature judgment with the ability to demonstrate creativity and initiative to work effectively as part of an educational team
Previous training in school leadership or management preferred
Demonstrate excellent organizational skills and the ability to motivate, coach, empower and advocate for people
Experience or knowledge of working with Deaf or hard of hearing students with additional disabilities
Demonstrate knowledge and understanding of effective and equitable curriculum development and program evaluation, child growth and development, instructional strategies, classroom management, motivation and discipline strategies, relationship between standards, curriculum, and assessment, and current research related to learning
Knowledge of educational technology and able to support staff use of technology in the classroom
Knowledge of or willingness to learn the Massachusetts Anti-Bullying Prevention Program
Have excellent integrity and demonstrate good moral character and initiative
Written English language competency