Under the general direction of the Executive Director of Educational Services, provides administration and oversight of the state-operated Marie H. Katzenbach School for the Deaf (Katzenbach School) all while ensuring this day and residential education facility provides instruction for auditorily impaired students in the following areas: early intervention, preschool through high school, as well as vocational education designed to meet the needs of deaf and hard of hearing students; provides direction for the provision of outreach services throughout the state in accordance with the school’s mission; leads the school in meeting entrepreneurial objectives including but not limited to collaborative efforts with other educational and state agencies and organizations.
Requirements
Education Graduation from an accredited college or university with a Master’s degree in Education or a related field. Must possess or be eligible for New Jersey certification as a school administrator. Proficiency in American Sign Language (ASL), or a commitment to learn American Sign Language within two (2) years.
Experience A minimum of eight (8) years of employment in educational programs, experience with deaf and hard of hearing students, Pre-K-12 preferred. Demonstrated experience in management of educational programs, supervision of staff, operation of school facilities, and development of comprehensive budgets. Demonstrated organizational, management, and interpersonal skills.
Preferred Education/Experience
Doctorate degree in Education; knowledge of components of deaf culture relative to sign language, residential life, as well as the unique needs of the deaf community; knowledge of the Individuals with Disabilities Educational Act (IDEA).
Note: All final candidates must be fingerprinted and bear the $78.38 cost of the criminal history check in order to qualify for employment at the Marie H. Katzenbach School for the Deaf.
For more information on the Marie H. Katzenbach School for the Deaf, visit www.mksd.org
Open to the Following
In accordance with the New Jersey First Act P.L. 2011 c.70, effective September 1, 2011, new public employees are required to obtain New Jersey residency within one (1) year of employment.
School Social Worker (NM) New Mexico School for the Deaf
Summary
Social Workers (SW) at NMSD (1) have integral roles in education and are essential members of school faculty, (2) help students meet the performance standards of NMSD and the state by assuming a range of responsibilities, (3) work in partnership with others to meet students’ needs, and (4) provide direction in defining their roles and responsibilities and in ensuring appropriate services to students. It is anticipated and expected that all functions of this position will be performed in a positive and receptive manner, while helping to advance the mission and vision of New Mexico School for the Deaf.
Essential Duties and Responsibilities (Other duties may be assigned)
• Supports problem solving in application to a student’s living situation that affect the child’s adjustment in school.
• Provides group and individual counseling.
• Provides families and caregivers as well as students with support in a variety of ways.
• Mobilizes family, school and community resources to enable the child to learn as effectively as possible in his or her educational program.
• Utilizes crisis intervention strategies when needed.
• Works with students on conflict resolution and anger management.
• Helps students develop appropriate social interaction skills.
• Assists students in understanding and accepting themselves and others.
• Works with parents to facilitate their support in their child’s school adjustment.
• Provides support in ways that alleviate family stress to enable the child to function more effectively in school.
• Directly supports staff and provides essential information to help them better understand factors affecting a student’s performance and behavior including, cultural, societal, economic familial, and health.
• Assesses students with mental health concerns.
• Works with the Job Preparation Program to support students preparing for post-graduation.
• Develops and provides staff in-service training.
• Obtains and coordinates community resources to meet students’ needs.
• Assists parents in accessing and utilizing school and community resources, including medical services.
• Helps the school receive adequate support from social and mental health agencies in the community.
• Identifies and reports child abuse and neglect.
• Provides case management for students and families requiring multiple resources.
• Keeps current on best practices and current research in the field.
• Works with students ranging in age from 18 months-22 years of age.
• Creates and implements individual educational plans for students with the educational team.
• Works with the educational team to create and implement plans to support and improve function including helping children to prepare for and perform important learning and school-related activities and to fulfill their role as students, support academic and non-academic outcomes, including social skills, math, reading and writing (i.e., literacy), behavior management, recess, participation in sports, self-help skills, and prevocational/vocational participation.
• Integrates services into the classroom and other school settings, when appropriate.
• Trains teachers, educational assistants, parents, other staff members, and caregivers regarding educating students with diverse learning needs
• May be expected to travel during work time using NMSD provided vehicles to other sites including NMSD’s Albuquerque preschool campus on a regular basis to provide services.
• Travels within New Mexico the meet with families, other agencies, and so forth.
• Adheres to NMSD’s Vision, Mission and Belief statements.
Competencies: To perform the job successfully, an individual should demonstrate the following competencies:
Ability and commit to represent the vision, mission, and beliefs of NMSD
• Job Knowledge – Competent in required job skills and knowledge; exhibits ability to learn and apply new skills; keeps abreast of current developments; requires minimal supervision; displays understanding of how job relates to others; uses resources effectively.
• Analytical – Synthesizes complex or diverse information; collects and researches data; uses intuition and experience to complement data; designs work flows and procedures. Continuous Learning – Assesses own strengths and weaknesses; seeks feedback to improve performance; pursues training and development opportunities; strives to continuously build knowledge and skills; shares expertise with others.
• Planning/Organizations – Prioritizes and plans work activities; uses time efficiently; plans for additional resources; sets goals and objectives; organizes or schedules other people and their tasks. Must be organized and detail-oriented. Must be able to complete work within deadlines. Must be able to plan and carry out plans/units efficiently, utilizing the entire tasks.
• Continuous Learning – Assesses own strengths and weaknesses; seeks feedback to improve performance; pursues training and development opportunities; strives to continuously build knowledge and skills; shares expertise with others.
• Attendance/Punctuality – Is consistently at work and on time; ensures work responsibilities are covered when absent;
• Cooperation – Establishes and maintains effective relations; exhibits tact and consideration; offers assistance and support to co-workers; works cooperatively in group situations; works actively to resolve conflicts.
• Teamwork – Balances team and individual responsibilities; exhibits objectivity and openness to others’ views; gives and welcomes feedback; contributes to building a positive team spirit; puts success of team above own interests; supports everyone’s efforts to succeed.
• Initiative – Volunteers readily; undertakes self-development activities; asks for and offers help when needed.
• Innovation – Displays original thinking and creativity; meets challenges with resourcefulness; generates suggestions for improving work; develops innovative approaches and ideas; presents ideas and information in a manner that gets others’ attention.
• Judgment – Supports and explains reasoning for decisions; includes appropriate people in decision-making process.
• Achievement Focus – Demonstrates persistence and overcomes obstacles.
• Conflict Resolution – Confronts difficult situations; maintains objectivity; keeps emotions under control.
• Adaptability – Adapts to changes in the work environment; manages competing demands; changes approach or method to best fit the situation; able to deal with frequent change, delays, or unexpected events.
• Delegation – Delegates work assignments; matches the responsibility to the person; sets expectations and monitors delegated activities.
• Dependability – Follows instructions, responds to management direction; takes responsibility for own actions; keeps commitments; commits to long hours of work when necessary to reach goals.
• Compassion – Demonstrates a general knowledge of the history and significance of Deaf and other minority communities in New Mexico.
• Personal Appearance – Dresses appropriately for position; keeps self well groomed; is mindful of visual needs when selecting clothing/accessories.
• Cultural Sensitivity – Demonstrates an understanding for diverse family dynamics, eye contact conventions, and gender roles in various cultures and how these cultural differences potentially might influence a communicated message.
• Humility – Demonstrates an openness to learning; never assumes her/his expertise excludes her/him from having to learn about other cultures.
• Multiculturalism ¬– Possesses general knowledge about Deaf education and attitudes toward Deafness; Demonstrates an ability to apply American cultural values to business norms, such as punctuality and conciseness in communication, and apply Deaf cultural values to interpreting and other interactions, via attitude and demonstration of consideration and respect. Experience working with New Mexico Hispanic and Native American cultures is preferred.
• Diversity – Shows respect and sensitivity for cultural differences; educates others on the value of diversity; incorporates multi-cultural viewpoints into instruction and materials.
• Ethics – Treats people with respect; keeps commitments; inspires the trust of others; works with integrity and principles; upholds organizational values.
• Language – Possesses adeptness in working across a wide range of registers, genres, and variations of English and ASL; demonstrates flexibility, using language free of regionalisms when interpreting for a consumer who does not share the same variety of English or ASL; Demonstrates ability to identify English-speaking and Deaf consumers’ language use and accommodate with appropriate target language form.
• Communications/ Written Communications – Exhibits good listening and comprehension; keeps others adequately informed; selects and uses appropriate communication methods; listens and gets clarification; responds well to questions; participates in meetings. Writes clearly and informatively; varies writing style to meet needs. Ensures that communication with clearly presented and grammatically correct.
• Visionary Leadership/ Leadership – Displays passion and optimism; inspires respect and trust. Inspires and motivates others to perform well; accepts feedback from others; gives appropriate recognition to others.
• Problem Solving – Gathers and analyzes information skillfully; develops alternative solutions; works well in group problem solving situations; works well with supervisors and other specialists.
• Strategic Thinking – Develops strategies to achieve organizational goals; understands organization’s strengths & weaknesses; identifies external threats and opportunities; adapts strategy to changing conditions.
• Achievement Focus – Demonstrates persistence and overcomes obstacles.
• Quality/ Quantity – Demonstrates accuracy and thoroughness; looks for ways to improve and promote quality. Completes work in timely manner; strives to increase productivity.
• Quality Management – Looks for ways to improve and promote quality; demonstrates accuracy and thoroughness.
• Project Management – Completes projects on time.
• Organizational Support – Follows policies and procedures; completes tasks correctly and on time; supports organization’s goals and values.
• Customer Service – Responds to requests for service and assistance; meets commitments.
• Use of Technology – Adapts to new technologies; troubleshoots technological problems; uses technology to increase productivity; utilizes technology and software to enhance learning.
• Safety and Security – Observes safety and security procedures; determines appropriate action beyond guidelines; reports potentially unsafe conditions; uses equipment and materials properly; manages area environment for safety and security.
Qualifications: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
• Education and/or Experience: Master’s Degree in Social Work. At least two years of experience and a progressive and directly related experience with children who are deaf or hard of hearing, preferred. At least two years of experience working with families from a variety of cultures in the southwestern part of the United States required.
• License: LCSW preferred or LMSW. Please contact the New Mexico Board of Social Work Examiners for more information. Public Education Department State Licensure is required. Ability to obtain a New Mexico driver’s license.
• Language Skills: Ability to read, analyze, and interpret occupational therapy periodicals, professional journals, technical procedures, or governmental regulations. Ability to write evaluations and business correspondence. Ability to effectively present information and respond to questions from teachers and parents.
• Sign Language: American Sign Language skills at hire are favorable. The applicant must have some sign language skills and will be required to demonstrate progressive sign language acquisition and if needed participate in sign language classes offered at NMSD.
• Spanish Language: Fluent Spanish speaking skills are preferred.
• Mathematical Skills: Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to compute standard scores, percentile ranks, and age equivalents for evaluations based on standardization charts.
• Reasoning Ability: Ability to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists. Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form.
• Computer Skills: To perform this job successfully, an individual should have working knowledge of Microsoft Windows, as well as various software packages including Microsoft Office.
• Physical Demands: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this Job, the employee is frequently required to stand, walk, sit, and play on the floor with students. The employee must occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, distance vision and peripheral vision.
• Work Environment: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job.
Director of Statewide Education Consultation (NM) New Mexico School for the Deaf
New Mexico School for the Deaf Statewide Educational Outreach team works collaboratively with families, schools, and agencies to provide individualized consultation designed to meet the unique learning, communication, and language needs of Deaf or Hard of Hearing children and youth being educated in their local school districts and communities. Most services are provided free of charge to public school programs, and charter school programs for students who are either on an IEP or a 504 plan. The Statewide Educational Outreach team provides a broad range of information and support to public and charter school staff, families, and students with a special focus on language, communication, social-emotional engagement, and literacy development. This content is provided through a variety of classes, workshops, training opportunities and consultation for families, administrators, and educators.
Essential Duties and Responsibilities (Other duties may be assigned)
• Administer and manage Statewide Educational Outreach programming and training initiatives.
• Supervise and support the professional development of Statewide Educational Consultants, Interpreter Consultant, SLP Consultant, Diagnostician Consultant, ASL Program Coordinator, and the Outreach Data Specialist I.
• Provide statewide leadership in the areas of support to public schools serving DHH students, staff/administrators, ASL programming, evaluations at NMSD-Santa Fe for public school students, critical mass opportunities for DHH students and family programming in Santa Fe or region-specific.
• Travel often to school districts across New Mexico for relationship building with Special Education Directors or other administrators/staff, to provide support to NMSD Educational Consultants, to participate in workshops/trainings or an NMSD/school district event.
• Attend to emerging needs/trends in school districts and the implications for DHH students and the staff serving them.
• Provide Statewide Educational Consultant duties when the need arises.
• Evaluate the Outreach Department on an ongoing basis and implement change or improvement based on evaluation/survey information from parents and public-school staff.
• Act as a liaison between NMSD and the NMPED Special Education Bureau as an advisor to the issues faced by public schools statewide as they strive to provide a quality education to Deaf and Hard of Hearing students.
• Serve as a Cabinet Member.
• Monitor and guide Educational Consultants when they are working with families/districts to establish a smooth transition for placement at NMSD.
• Responsible for the Superintendent’s initiatives, documentation during accreditation periods and NMSD’s strategic plan.
• Nurture creative programming that will favorably impact Deaf and Hard of Hearing students attending public schools.
• Manage the resources of the department, including personnel, finances, and facilities.
• Promote effective and positive relationships with students, staff/faculty, parents, visitors, and other NMSD community members.
• Submit Outreach Board Reports and attend NMSD Board of Regents Meetings.
• Attend Statewide Special Education Director meetings as an exhibitor and a presenter, as requested.
• Facilitates IEP meetings for NMSD students during IEP season each fall.
• Perform other duties as requested, or due to unforeseen constraints upon other staff.
Competencies
• Organization- Must be organized and detail-oriented.
• Continuous Learning – Seeks feedback to improve performance; strives to continuously build knowledge and skills.
• Job Knowledge – Competent in required job skills and knowledge; exhibits ability to learn and apply new skills; uses resources effectively.
• Cooperation – Establishes and maintains effective relationships with team members; exhibits tact and consideration; works actively to resolve conflicts.
• Teamwork – Balances team and individual responsibilities; exhibits objectivity and openness to others’ views; gives and welcomes feedback; contributes to building a positive team spirit; supports everyone’s efforts to succeed.
• Diversity – Shows respect and sensitivity for cultural differences; values new experiences.
• Ethics – Treats people with respect; keeps commitments; inspires the trust of others; works with integrity and principles; upholds organizational values.
• Organizational Support – Follows policies and procedures; completes tasks correctly and on time; supports organization’s goals and values.
• Personal Appearance – Dresses appropriately for position; keeps self well groomed.
• Attendance/Punctuality – Is consistently at work and on time; communicates consistently with service recipients.
• Dependability – Follows instructions, responds to management direction; takes responsibility for own actions.
• Initiative – Asks for and offers help when needed.
• Quality – Looks for ways to improve and promote quality of service delivery.
• Safety and Security – Observes safety and security procedures; determines appropriate action beyond guidelines; reports potentially unsafe conditions.
• Ability and commitment to represent the vision, mission, and beliefs of NMSD.
Qualifications
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Education and/or Experience
Master’s Degree in Deaf Education or related field. Minimum of six (6) years’ experience teaching or related experience with DHH students. Minimum of three (3) years’ experience supervising and/or managing training programs or events.
Language Skills
Ability to present to an audience. Superior reading, writing and communication skills are required.
Sign Language
The applicant must have fluency in American Sign Language.
Mathematical Skills
Ability to add, subtract, multiply, and divide in all units of measure, using whole numbers, common fractions, and decimals. Ability to compute rate, ratio, and percent and to draw and interpret bar graphs.
Reasoning Ability
Ability to interpret a variety of instructions furnished in written, oral, diagram, or schedule form. Ability to think independently, problem solve and work with the whole team.
Computer Skills
To perform this job successfully, an individual should have working knowledge of Microsoft Windows, Excel, as well as various software packages including Microsoft Office.
Physical Demands
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this Job, the employee is occasionally required to stand; walk and sit. The employee must occasionally lift and/or move up to 25 pounds. The employee must be able to answer the phone/videophone and respond to callers. Specific vision abilities required by this job include close vision, distance vision and peripheral vision.
Work Environment The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
Middle School Principal (TX) Texas School for the Deaf
TERMS OF EMPLOYMENT
Length of position: 215 contract days per year in accordance with school calendar
Salary: Depends on education and experience
Hours: 8:00 AM to 5:00 PM
SUMMARY
The Middle School Principal directs the school’s educational program for deaf students assigned to the Middle School program (grades 6-8) to ensure needed services for deaf and hard of hearing students are met. Provides comprehensive professional leadership to staff and students. Works to provide individualized education plans to meet the needs of all students and ensure compliance with all state, federal, and local requirements. Coordinates all activities of the department including collaboration with other departments and Division Directors in their efforts to improve the quality of education to deaf students at Texas School for the Deaf. Supervises the teachers, teacher aides, behavior staff, and other personnel assigned to the department. The Middle School Principal is a member of the School’s Instructional Leadership Team, which in collaboration with the Director of Instruction oversees the implementation of all instructional, related and support services in TSD’s Multi-Tiered System of Supports (MTSS).
ESSENTIAL FUNCTIONS
Leads teachers and staff in developing and supporting a school climate of respect and appreciation for all students, staff and parents and a school culture aligned with the vision, mission and values of the School.
Ensures management of student behaviors and disciplinary issues are addressed individually in accordance with the School’s policies and procedures and with dignity and respect for all students.
Develops and maintains positive communications with parents and the community.
Conducts ARD/IEP process in collaboration with ARD Facilitators, including chairing meetings, training teachers and staff, collaborating with parents/guardians, and complying with federal and state laws/administrative rules and School policies.
Collaborates with school leadership staff on the development and implementation of the District Improvement Plan and the TSD Strategic Plan.
Plans and provides professional development for teachers and staff.
Works with teachers to improve their teaching practice through coaching, professional development, modeling, and collaborative planning.
Coaches, counsels and disciplines contract and classified staff
Monitors progress of all students.
Ensures learning environment and classroom instruction maximizes student learning.
Keeps abreast of successful instructional methodologies and practices, implements data-driven instructional practices and leads discussions about student performance.
Recruits, selects, and hires school staff, including teachers and department-based support staff.
Collaborates with all department heads to coordinate and implement programs and services that meet the needs of the students being served.
Ensures compliance with local, state, and federal laws and regulations.
Oversees departmental budget
REQUIRED QUALIFICATIONS
Master’s degree.
Principal certification or higher or current enrollment in certification program that would recommend certification.
Five years of professional experience as a teacher, lead teacher, assistant principal, or principal or combination thereof.
Sign Language: At hire, the applicant must have sign language skills equivalent to a Signed Communication Proficiency Interview (SCPI) level of ADVANCED. When applying, the applicant must submit documentation that the applicant believes substantiates that the applicant has achieved the proficiency level required at hire.
DESIRABLE QUALIFICATIONS
Proficient sign communication skills.
Principal certification or higher issued by the State Board for Educator Certification.
Experience with review of assessment data, preparation of ARD paperwork, and demonstrated leadership with department committee.
Previous experience as a Principal or Assistant Principal.
KNOWLEDGE, SKILLS AND ABILITIES/ATTRIBUTES
Instructional Knowledge— knowledge of content; instructional methodologies, classroom management
Problem solving—the individual identifies and resolves problems in a timely manner and gathers and analyzes information skillfully.
Effective Communication—the individual must be able to appropriately communicate with colleagues, students, parents, families, administrators, supervisors, and the public.
Planning/organizing—the individual prioritizes and plans work activities, uses time efficiently, and develops realistic action plans.
Quality control—the individual demonstrates accuracy and thoroughness and monitors own work to ensure quality.
Dependability—the individual is consistently at work and on time, follows instructions, responds to management direction and solicits feedback to improve performance.
Safety and security—the individual actively promotes and personally observes safety and security procedures, and uses equipment and materials properly.
Interpersonal Skills—the individual maintains confidentiality, remains open to others’ ideas and exhibits willingness to try new things.
SUPERVISOR
Director of Instruction
MILITARY OCCUPATION SPECIALTY (MOS) CODE
None equivalent
It is the Texas School for the Deaf’s (TSD) policy to provide equal employment opportunities to all employees and applicants for employment without regard to race, color, religion, sex (including pregnancy, gender identity, and sexual orientation), national origin, age, disability, genetic information, political affiliation or belief, or any other characteristic protected by state, federal, or local law. TSD expressly prohibits any form of workplace discrimination or harassment based on any of these characteristics. Retaliation against individuals who oppose unlawful discrimination or participate in an employment discrimination proceeding is also prohibited. This policy applies to all terms and conditions of employment, including hiring, firing, promotions, training, wages, and benefits. In addition to federal law requirements, TSD complies with applicable state and local laws governing nondiscrimination in employment.
Secondary Social Studies Classroom Teacher (RI) Rhode Island School for the Deaf
• Demonstrate knowledge and respect for the cultural norms and language of the Deaf community.
• Create and deliver a curriculum that creates and maintains a positive learning climate that incorporates rigor and relevance.
• Plan, develop, and execute lesson plans and provide instruction for individual students, small groups, and remedial instruction to meet the needs of identified students or subgroups.
• Assess student learning by using a variety of appropriate formal and informal methods.
• Apply knowledge of best practices in curriculum, instruction, assessment, and methods for supporting and extending instruction and student learning.
• Services shall include preparing and correcting examinations, proctoring, and substituting.
• Assess student learning to inform instruction.
• Apply knowledge of School policies and City and State laws.
• Services shall also include the customary conferences with students and parents; individual guidance of students; and service on school committees.
• Expected to participate in appropriate professional development activities to stay current in their assigned teaching fields, programs, and discipline, as well as in the delivery of remote learning.
• Attendance at professional development days as determined by the Principal is mandatory.
• Provide synchronous and asynchronous remote learning instruction when directed by the Principal or per teaching assignment.
• Participate in the IEP process as needed.
• Manage daily, the recording and publishing student attendance and grading system on the school platform.
• Adhere to communication of policies as a member of the certified instruction team and communicate school and District programs, policies, and procedures to students, staff, parents, and community, as directed by the Director.
• Participate in Professional Development/Professional Learning Communities (PLC), New Staff Orientation (as applicable): to provide exceptional student achievement; to establish the foundations for successful classrooms: ambitious vision and goals, purposeful long-term plans, and unit plans, rigorous assessments, strong relationships, and positive classroom cultures.
• Use student data to inform decision-making, develop and modify curriculum, and develop targeted and differentiated instruction (interventions/enrichment).
• Implement school-adopted curricular resources. Assist with the creation, completion, and presentation of school and district reports, as well as required reports for the district.
• Determine the need for curricular materials, assessment materials, and instructional resources; communicate ordering needs with the Principal.
• Perform other related duties as assigned to ensure the efficient and effective functioning of the work unit.
GENERAL STATEMENT OF DUTIES:
• Provide instruction to deaf, hard-of-hearing, and/or language-delayed children.
• Create, with the students, a community of learners where students feel respected and honored.
• Design curricula and activities to meet academic standards and IEP goals.
• Communicate learning goals, high standards, and expected outcomes to students.
• Engage in building positive relationships with parents and collaborate with colleagues, to enhance each student’s ability to learn most effectively.
• Support the mission of the Rhode Island School for the Deaf.
Superintendent School for the Deaf (NJ) Marie H. Katzenbach School for the Deaf
Under the general direction of the Executive Director of Educational Services, provides administration and oversight of the state-operated Marie H. Katzenbach School for the Deaf (Katzenbach School) all while ensuring this day and residential education facility provides instruction for auditorily impaired students in the following areas: early intervention, preschool through high school, as well as vocational education designed to meet the needs of deaf and hard of hearing students; provides direction for the provision of outreach services throughout the state in accordance with the school’s mission; leads the school in meeting entrepreneurial objectives including but not limited to collaborative efforts with other educational and state agencies and organizations.
Education Graduation from an accredited college or university with a Master’s degree in Education or a related field. Must possess or be eligible for New Jersey certification as a school administrator. Proficiency in American Sign Language (ASL), or a commitment to learn American Sign Language within two (2) years.
Experience A minimum of eight (8) years of employment in educational programs, experience with deaf and hard of hearing students, Pre-K-12 preferred. Demonstrated experience in management of educational programs, supervision of staff, operation of school facilities, and development of comprehensive budgets. Demonstrated organizational, management, and interpersonal skills.
Preferred Education/Experience
Doctorate degree in Education; knowledge of components of deaf culture relative to sign language, residential life, as well as the unique needs of the deaf community; knowledge of the Individuals with Disabilities Educational Act (IDEA).
Middle School Math Teacher (KY) Kentucky School for the Deaf
Plan, prepare and deliver instructional activities that facilitate active learning experiences aligned to Kentucky Academic Standards for Mathematics.
Maintain lesson plans & formative assessment data.
Create and maintain a classroom environment that is conducive to learning.
Provide a variety of learning materials and resources for use in educational activities.
Identify and select different instructional resources and methods to meet students’ varying needs.
Use relevant technology to support instruction.
Maintain accurate and complete records of students’ progress and development as required by law, District policy, and administrative regulation.
Prepare required reports on students and activities.
Manage student behavior in the classroom by establishing and enforcing rules and procedures.
Supervise students and maintain discipline in accordance with the rules and disciplinary systems of the school.
Attends staff meetings, serves on staff committees, and supports extracurricular activities.
Communicate necessary information regularly to students, colleagues and parents regarding student progress and student needs.
Keep updated with developments in subject area, teaching resources and methods and make relevant changes to instructional plans and activities.
Completes all training and other compliance requirements as assigned by the designated deadline.
Performs other duties as assigned by supervisor.
Desired Qualifications:
Successful experience as a Mathematics Teacher and/or University mathematics instructor/lecturer.
MINIMUM REQUIREMENTS:
Must have valid Kentucky Teaching Certification in mathematics for grades 5-9. Proficiency in ASL preferred. Expected to attain SLPI rating of Intermediate within four years of employment as part of tenure consideration.
Secondary Assistant Principal (MA) The Learning Center for the Deaf
POSITION SUMMARY:
Assumes responsibility for assisting the Secondary Principal with supervising students and staff, assisting the Secondary Principal with implementing and managing the policies, regulations, and procedures of the School to ensure that all students meet and exceed the Massachusetts Curriculum Frameworks. Inherent in the position are the responsibilities for supporting our students’ social emotional development, supervision of classroom assistants, curriculum development, and program evaluation.
FUNCTIONS AND RESPONSIBILITIES:
Establish and promote high standards and expectations for all students and staff for academic performance, social emotional development and personal growth.
Organize, manage, evaluate, and supervise effective and clear procedures for the functioning of assigned grades, consistent with operations of the school, including instructional programs in the MA Curriculum Frameworks, personnel management, and community relations.
Ensure effective collaboration with families, LEA’s and other representative agencies.
Collaborate and assist in IEP planning, development, and running IEP meetings in the Secondary Department.
Work with other TLC programs (i.e. Walden School, ECC, Elementary) to ensure communication, academic planning, and transition. Work collaboratively with TLC Specialists and Clinicians.
Work closely with students, teachers and school staff, and families to help students meet classroom and community expectations, and understand the impact of their actions.
Provide director supervision of all classroom assistants in the department through classroom observations and regularly scheduled meetings.
Assist the Secondary Principal in establishing class schedules for the school.
Assist with administrative functions of the school as assigned by the Secondary Principal, including facilities management and scheduling, student activities, school safety and security, emergency procedures, field trips, assembly and special programs, and other areas.
Maintain student and staff confidentiality.
Ensure sensitivity to cultural differences within the school community.
Assist in the recruitment, selection and recommendation of staff in the department.
In the absence of the Secondary Principal, oversee all operations of the Secondary Department.
**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 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.
REQUIREMENTS:
Licensed by Massachusetts DESE as a Principal, Teacher of the Deaf or related licensure field (or willingness to become licensed)
Master’s degree in content area or related field
Effective communication and interpersonal skills
Minimum of 5 years experience as a Teacher in an educational classroom
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
Enthusiasm and interpersonal skills to relate well with students, staff, administration, families, and the community
Knowledge of educational technology and able to support staff use of technology in the classroom
Excellent organizational skills and the ability to motivate people
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
Principal (KY) Kentucky School for the Deaf
Under the administrative direction of the Associate Commissioner of the Office of Special Education and Early Learning (OSEEL) and the Director of the Division of State Schools, the Principal will provide leadership for planning, directing and coordinating the educational, residential, recreational, and vocational programs for all students.
In alignment with the expectations of the Commissioner and Kentucky Board of Education, the Principal will:
• Lead, guide, and direct every member of the administrative, instructional, and support services teams in setting and achieving the highest standards of excellence in educational programs and operating systems.
• Be responsible for a system of supervision and evaluation for all staff.
• Administer and oversee the use of all facilities, property, and funds in the best interests of students and the school. Participate in budget development and submit reports to the Kentucky Board of Education/Kentucky Department of Education.
• Coordinate instructional and curriculum development activities and coordinate school activities with related agencies such as colleges and universities, career and technical education and vocational rehabilitation.
• Oversee the residential student development program staff in program development and implementation.
• Oversee the food service program.
• Coordinate extra-curricular programs and extended classroom instruction in cooperation with the Student Development Supervisor/Director of Student Life.
• Assist in training of staff.
• Develop, implement, and monitor policies and procedures.
• Attend school meetings and other meetings, special events, and school-sponsored programs representing the school, work with parents/families, community groups and other education partners.
• Perform other duties as assigned.
MINIMUM REQUIREMENTS:
• At the time of application, applicant must have KY principal certification or pending certification from the Education Professional Standards Board based on recent completion of preparation requirements, out-of-state preparation, or alternative routes to certification pursuant to KRS 161.027 and 161.028.
• Demonstrated successful leadership in working with students, staff, parents, and the general public.
• Three or more years of experience in curriculum and instruction development and implementation with direct experience assisting teachers and administrators in curriculum implementation required.
• Professional Certificate for Teaching Exceptional Children-Hearing Impaired, Grades Primary through 12 or the out-of-state equivalent.
• Experience in Deaf education.
• SLPI rating of Advanced or higher.
Reading Specialist (MD) Maryland School for the Deaf
This position will support students and staff to ensure the development and implementation of a bilingual educational program for Deaf students in a language accessible environment as well as the provision of an enriched bicultural environment conducive to the development of the optimal social and emotional growth of Deaf students. This position will support the provision of a language enriched environment through the use of American Sign Language, printed word and visual supports to meet the varied needs of Deaf students throughout our school birth – 21 with an emphasis on those that need literacy intervention.
This position primarily provides literacy intervention to students through both direct services as well as training and consultation for teachers, and assessment of students reading ability. In addition, provide support to the classroom teachers in utilizing and implementing appropriate reading programs, provide support through team teaching and coaching to classroom teachers to promote effective reading instruction, and provide information to classroom teachers of best known practices in Reading instruction that supports College- and Career-Ready Standards and bilingual education.
This position will ensure equity and unbiased practices are implemented in the classroom and throughout the system of curriculum and instruction.