The DHH Counselor will coordinate with student home school liaisons; provide support to identified families; provide counseling as a direct services to students; collaborate with classroom teachers to embed Social Emotional Learning curriculum; co-teach SEL; attend IEP meetings and fully implement all aspects of the IEP; assist teachers with developing intervention plans for students; coordinate transition planning; and provide consultation to DHH and school district staff as needed.
***Fluency in American Sign Language required***
Master’s Degree
Excellent written communication skills required
Knowledge of the unique supports and interventions for children who are Deaf or children with reduced hearing
Knowledge of human service agencies and processes for accessing services
Excellent collaborator with families, school personnel, and DHH program staff
Ability to work both independently and collaboratively with a variety of stakeholders
Experience supporting students and families
Experience with Transition Planning
Ability to drive to multiple locations as services require
Physical ability and willingness to execute job responsibilities
Knowledge of appropriate technology necessary for accessing services, communicating with families and coordinating with school personnel
Knowledge of current trends and best practices in promoting the social and emotional well-being of children
Program Director READS Deaf and Hard of Hearing Program (MA) READS Collaborative
The DHH Program Director oversees all aspects of the program with support from the Executive Director. The DHH classrooms are located in multiple host schools in Norton for preschool to grade 12+. One high school classroom is hosted by Bristol-Plymouth Regional Technical High School in Taunton.
Credentials and Experience Requirements:
Fluency in American Sign Language, required
Master’s Degree or higher in Special Education or related Deaf Education field, required
DESE license as an administrator, or eligible for the license
Experience with IEP process; MA Special Education laws and regulations; and IDEA
Demonstrated experience with program development
Excellent communication and organizational skills
Demonstrated experience in grant writing and budget preparation
Experience with children with reduced hearing, Deafness and other disabilities
Knowledge and understanding of Deaf Culture
Knowledge of Mass. Curriculum Frameworks and the MCAS-ALT
See full posting here: https://www.schoolspring.com/jobdetail?jobId=4499178
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.
Director of Facilities (NY) New York School for the Deaf
The Director of Facilities is responsible for coordinating and managing the planning, design, and construction program for the school in accordance with legal and educational requirements. Oversees all project planning, budgets, design, and construction, including responsibility for educational specifications, real estate, and environmental services.
For a full job description please visit our website: https://www.nysd.net/employment.html
Assistant Superintendent of Curriculum and Instruction-Statewide (AZ) Arizona School for the Deaf
Agency – Serves as a liaison between ASDB, public school districts, and local community organizations through regular interactions with local district administrators. Develops and monitors instructional budget, including but not limited to: state appropriation; federal funds; and competitive grants and makes the most efficient utilization of resources available in providing the maximum instructional benefit to all students. Develops regulations, procedures, and plans which reflect ASDB policy and provide maximum efficiency to support the educational program for students who are Deaf, Blind, and/or Deaf-Blind. Serves as a member of the Superintendent’s administrative team. In the absence of the Superintendent, or at the direction of the Superintendent or the Board of Directors, fulfills the duties of the Superintendent.
Leadership – Provides leadership in developing, evaluating and implementing educational and instructional services in compliance with established local, state, and federal guidelines. Maintains open lines of communication and collaborative relationships with staff, parents. and community. Responds to all correspondence in a timely manner and prepares and disseminates reports required by the Superintendent. Interprets, implements, and enforces agency policy and administrative regulations. Personal conduct at all times in an ethical manner, with high integrity and transparency.
Personnel – Participates with the Human Resources Administration in the selection of quality instructional faculty. Hires, schedules, trains, disciplines, and evaluates staff. Maintains formal evaluation procedures. Promotes and participates in teacher learning and development. Supervises in compliance with agency policies all staff for which responsibility is held. Student Achievement – Responsible for all academic instruction and student progress, and meeting state academic standards. Evaluates curricula, teaching methods, and programs to determine their effectiveness and efficiency. Provides assistance of the Principals and Regional Directors as primary evaluators to link evaluation with continuous improvement to instruction and outcomes. Works with Principals, Directors and Coordinators to develop plans for assessing and monitoring the progress of students. Establishes goals and expectations for teaching and learning. Maintains a learning environment that encourages an appreciation of cultural and ethnic diversity. Keeps abreast of current research and considers the implementation of innovative strategies and programs which benefit students who are Deaf, Blind and Deaf-Blind.
Other Duties – Position involves consistent travel and regular overnight stays will occur and will be responsible for some or all of the listed duties and/or additional duties that occur from time to time.
TRAINING AND EXPERIENCE:
Remains informed of changes and development in the profession by attending seminars, training, and conferences.
Extensive experience in teaching, curriculum development, school administration, and project management.
Demonstrated experience in creating, organizing, and supervising instructional programs.
Knowledge and experience in Deaf and/or Blind education.
Advanced American Sign Language (ASL) skills.
Understanding of biculturalism and the Deaf, Blind, and Deaf-Blind communities.
Understanding of Braille concepts.
LICENSING/CERTIFICATION REQUIRMENTS:
Must be able to pass FBI and State background check or Fingerprint Clearance Card as position requires by policy or Statute
Defensive Driver Training Program to be completed by all agency personnel that drive on State business
Master’s Degree in Education with significant academic preparation in curriculum and instruction. Master’s in Deaf Education and/or Blind Education strongly preferred.
Appropriate Arizona administrative certification.
KNOWLEDGE OF:
Policies, procedures, and programs of the immediate work unit
Principles and practices of administration and management
Agency or program rules, regulations, and operating procedures
Agency policies and procedures, using principles and practices of administration and management.
Agency and education programs’ rules, regulations, and operating procedures.
Standards- and research-based instruction.
State and federal laws, regulations, and legislation that impacts ASDB and students who are Deaf and/or Blind.
Principles, practices and current education trends in school administration.
Principles, practices and current education trends in the education of students who are Deaf, Blind and/or Deaf-Blind, as well as those with other disabilities and/or from different backgrounds.
Arizona Department of Education rules and regulations governing certification requirements.
Arizona Department of Education plans and procedures for schools.
Budget planning and management.
DEMONSTRATED SKILL/ABILITY TO:
Demonstrates excellent communication and interpersonal skills.
Articulates a clear vision and a common purpose in education and support to students who are Deaf and/or Blind.
Articulates, defines, and implements the goals of the agency’s strategic plan.
Addresses, de-escalates, and resolves interpersonal conflicts.
Monitors and assesses performance.
Identifies professional development needs, plans and offers in-house in-services and external training opportunities, as appropriate.
Uses data from performance measures and other sources to make informed decisions.
Instruction and training methods to include Essential Elements of Instruction, and Teacher Evaluation.
Plans, organizes, and manages time efficiently.
Analyzes administrative problems, develops courses of action, and follows through on implementation.
Models integrity and transparency.
Produces clear and concise reports.
Operates standard office equipment including a variety of software applications.
Teacher Deaf/HH (AZ) Arizona School for the Deaf
The Future is Yours!
We’re Arizona State Schools for the Deaf and the Blind and we’ve been around for a while, 111 years serving the Deaf and the Blind communities. A lot has changed, besides innovation, at the heart of ASDB’s continued success is the dedication, connection, and strength of our teams. Our teams are our advantage and the reason for the success of our students.
What makes ASDB the place to be:
• Connected and Supportive Teams
• Professional Development and Mentoring
• Growth and Opportunities
• Honest and ethical interactions
• Accountability, Collaboration, Transparency
• Valued and Respected
• Empowered
• Low Student to Teacher Ratio
• Instructional Assistance
• Competitive Salaries
• Outstanding Benefits
• Generous Paid Time Off
• Opportunities throughout Arizona
• Eligibility for Student Loan Forgiveness Programs
What are some of the positions we offer:
• Teachers of the Deaf/Hard of Hearing
What makes you an ideal team member:
• Dedication
• Passion for Student Success
• Thrive in both team and independent roles
• Solution-focused
• Honest communications
• Value and respect a diverse community
What you’ll need to succeed:
• Education – Related degree in fields related to the education of children who are Deaf/Hard of Hearing. Serving Birth to Grade 12
• Experience – preferred, but dedication, passion, and mentoring will help you shine too!
• Special Skills – ASL would be a WOW
• Compliance – Arizona Department of Education Certification or ability to become certified within 3 years. Ability to obtain AzDPS IVP Fingerprint Clearance Card.
Director of Business and Finance/CFO (NM) New Mexico School for the Deaf
Summary: This position oversees all administrative, accounting, and finance functions of the agency, including managing audits, directing the annual budget process, ensuring compliance with applicable contract and regulatory reporting requirements, managing fiscal transactions, tracking cash flow, ensuring the timely completion of financial reporting, analyzing, and interpreting statistical and accounting information and forecasting fiscal position to management and Board of Regents. 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.
Supervisory Responsibilities: Manages and supervises employees within the Business/Finance Department. Also supervises the Information Technology Manager and provides general oversight of the department. Is responsible for the overall direction, coordination, and evaluation of the listed departments. Fulfills supervisory responsibilities in accordance with the organization’s policies and applicable laws. Responsibilities include interviewing, hiring, and training employees; planning, assigning, and directing work; appraising performance; rewarding and disciplining employees; addressing complaints and resolving problems.
See position posting for further information/details.
Director of Student Life (ND) North Dakota School for the Deaf
Summary of work:
• Responsible for developing and implementing the Residential Programming for deaf, hard of hearing, and deafblind students
• Provide training to Residential Staff related to Deaf education, ASL, Deaf Culture, child development, behavior management and discipline, etc.
• Supervise Residential Staff and manage their schedules to ensure coverage
• Ability to create an environment of respect and rapport and learning
• Develop and maintain accurate records of staff files, student activities, and documentation of incidents
• Communicate with stakeholders (Families, students, drivers, lifeguards, teachers, and superintendent)
Requirements:
• A Bachelor’s degree with emphasis in Deaf Education, Counseling, Social Work, or related field, or a combination of education, training, and experience which demonstrates equivalent knowledge, skills, and abilities. At time of recruitment the hiring agency may specify education, certification experience and/or additional qualifications depending on the position to be filled. Certain job types may have additional bona fide occupational qualifications that are either traditionally or legally required. The minimum qualifications stated for the classification do not replace such bona fide requirements.
• Preference to personal and/or professional experience with Residential Programming for deaf, hard of hearing, and/or deafblind students.
• Preference to individuals who are fluent users of American Sign Language (ASL).
Assistant Professor- Exceptionality Programs (PA) – Commonwealth University of PA
Position Description Summary: The Department of Exceptionality Programs at Commonwealth University of Pennsylvania invites applications for one full-time tenure track position.
Candidates must have expertise in Deaf Education and be able to teach courses focusing on special education laws, assessment in inclusive settings for Deaf, DeafBlind, and Hard of Hearing students, and evidence-based methods for instruction in the content areas.
The Department of Exceptionality Programs houses three programs: Special Education (including student-teacher supervision), Education of the Deaf and Hard of Hearing (Dual Deaf Education (PK-12) / Early Childhood Education (PK-4), and ASL/English Interpreting. Based on the department’s specific needs at the appointment, a successful applicant must be qualified to teach Education of the Deaf and Hard of Hearing courses. Successful applicants will be expected to serve on department and university committees, advise students, and continue their professional scholarly growth.
The home campus for this position is Bloomsburg with the expectation of serving a multi-campus University within the Pennsylvania State System of Higher Education.
About the Department:
Through the College of Education’s Conceptual Framework vision, the Department of Exceptionality Programs develops students into transforming educators and interpreters who not only effectively manage constant change but also meet the individualized needs of their future students and adults.
About the College:
The mission of the College of Education is to empower graduates to promote healthy human development, nourish creative inquiry, facilitate opportunities for liberatory experiences, and to effectively advocate for equitable outcomes for all the students, teachers, and clients with whom they work.
Duties:
Successful applicants will be expected to serve on department and university committees, advise students, and continue their professional scholarly growth. In addition , the successful candidate will need to complete distance education training programs as made available by the University within two years of hire for the purpose of teaching in a multi-campus environment with remote teaching needs.
Executive Director (ME) – Maine Educational Center for the Deaf and Hard of Hearing
The Maine Educational Center for the Deaf and Hard of Hearing/Governor Baxter School for the Deaf (MECDHH/GBSD), Maine’s leading Deaf education agency, with programs and offices on Mackworth Island (located outside of Portland, ME) and Bangor, Maine is charged with the provision of statewide services to individuals who are Deaf and hard of hearing from birth through age twenty two.
We are seeking an experienced educational leader with a strong commitment to our vision and mission. This leader must have strong communication skills and support a continuum of language and communication approaches for deaf and hard of hearing and bilingual bimodal programming as part of this continuum of services.
Responsibilities include:
● To provide leadership in developing and maintaining statewide early intervention and educational programming and services
● To lead, guide, and direct every member of the administrative, instructional, and support services teams
● To be responsible for a system of supervision and evaluation for all staff
● To oversee and administer the use of all facilities, property, and budget
● In collaboration with the Leadership Team, the Executive Director ensures all programs and services operate in the spirit of the vision and mission statements as well as the MECDHH/GBSD statutes, state and federal regulations
● To establish and maintain relationships with Maine’s Deaf Community and Maine’s chapter of Hands & Voices.
● Experience with grant writing and grant oversight
Minimum Qualifications
● Educational Administrator certification from a State Department of Education (Superintendent, Special Ed Director, or Principal/Building Administrator)
● Master’s degree in Deaf Education or a related field
● 10 years of experience in Deaf education (Early Intervention through Grade12) with at least 5 years in educational administration and an excellent documented record of effectiveness in leadership
● Fluency in American Sign Language preferred/willingness to learn required