Under the leadership of the Superintendent, the Frederick Campus Chief Educational Programs Officer provides strategic educational leadership, develops the short- and long-term instruction goals/vision and works to establish a culture of high expectations and shared responsibility for equitable access to high-quality bilingual (ASL/English) and culturally relevant instruction for all students at the Frederick Campus. Collaborates with the MSD leadership team members including the Columbia Campus Chief Educational Programs Officer to ensure close alignment of campus resources with school needs, to implement an instructional plan for the school that ensures effective teaching in every classroom, and to create conditions that ensure systemic improvement to support students’ learning in a bilingual environment. Provides progressive educational leadership, supervision, and evaluation of department principals (Family Education/Early Childhood Education, Elementary, Middle School, High School, Career & Technical, and Transition Services) at the Frederick Campus. Reports directly to the Superintendent and consults with the Superintendent on high level needs.

POSITION SUMMARY:
Classroom Assistants support our Classroom Teachers in providing the physical and instructional needs of students as well as any additional needs in the classroom. Classroom Assistants design and prepare instructional material, and plan and implement various functional activities. They provide direct supervision and monitor students’ work across both an individual and small group environment.

FUNCTIONS AND RESPONSIBILITIES:
Assist teachers in preparation of instructional materials and classroom visuals for student and instructor use.
Conduct instructional exercises as assigned by the teacher; work with individuals or small groups, adapting to students’ individual, medical, physical, communicative, instructional and emotional needs.
Participate in student data collection, documentation, and interpretation.
Assume responsibility for the supervision and instruction of students in the absence of the Classroom Teacher.
Assist students with physical disabilities according to their physical and/or medical needs or personal needs that may include feeding, toileting and personal hygiene.
Escort and monitor students to and from the classroom and other various activities (lunch, therapies, etc.).
Implement behavior management plans for individual students under the direction of the teacher.
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
High School diploma or GED certificate
A minimum of conversational fluency in American Sign Language required, with native, or near-native ASL fluency preferred
Ability to work effectively as part of an educational team
Prior experience working with children preferred
Ability to communicate and accept and constructively use feedback and suggestions regarding job responsibilities and performance

POSITION SUMMARY:
The In-Home Therapist (IHT), using the principals and guidelines set forth by the Children’s Behavioral Health Initiative, provides family therapy for the purpose of treating the youth’s behavioral health needs in the context of the family. The IHT will develop a treatment plan and goals, and work with a team consisting of a Therapeutic Training and Support (TT &S) professional as well as the youth and family to identify goals, supports, resources etc in order to promote and sustain treatment goals. The children and families that work with the Walden Community Services Program must have a deaf member.

IHT Functions and Responsibilities:
Works with youth and family to determine medical necessity eligibility by completing required assessment tools.
Works with the family, youth and TT &S to develop treatment plan and goals.
Works from a strength based and family centered perspective.
Liaisons with collateral agencies, schools, doctors etc. as needed.

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
A Master’s Degree in Social Work, Counseling or another clinical related field
Ability to be licensed at the Independent Practice Level in your discipline (LMHC, LICSW, etc.) preferred
A minimum of conversational fluency in American Sign Language required, with native, or near-native ASL fluency preferred
English skills (written or spoken) preferred
Bicultural competency and effective interpersonal and communication skills will be necessary to work collaboratively with the team
Time flexibility with some availability during evening hours required
Routine travel and in-home visits required
Proficient Microsoft Office skills and familiar with Mac/Apple computers

Secondary Teacher – Functional Academics
POSITION SUMMARY:
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 for students. 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.
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.
Works collaboratively with other school staff on planning and implementing interdisciplinary curriculum and works constructively to suggest improvements and possible approaches.
Writes annual IEP student goals and works steadily to help students attain these goals.
Oversees the implementation of behavior plans designed for individual students, as needed

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
Preferred Master’s degree in Deaf Education, Special Education, or a related field
Certification in the areas of Deaf Education or Special Education
Bachelor’s degree in content area or a related area
American Sign Language proficient required
Written English language competency
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

PROGRAM SUMMARY:
The School Counselor will provide individual and group counseling services to Marie Philip School students and work collaboratively with faculty and staff to address the social emotional development of students.

FUNCTIONS AND RESPONSIBILITIES:
Facilitate and provide individual and/or group counseling services; including social/interpersonal classes.
Work closely with the educational department on the development and implementation of psycho-social curriculum, including building positive interpersonal relationships, managing conflicts, and anti-bias education.
Maintain collaborative contact with families of students receiving counseling services and assist in obtaining additional services outside of school when needed.
Available for student crises and/or conflict resolution between student peers.
Implement anti-racist principles and practices in counseling and within social-emotional supports including sensitivity to the varied students’ multicultural identities and diverse needs.
Engage and facilitate community collaboration; community engagement series.
Work with other members of the Marie Philip School Clinical team to develop policies and procedures for the provision of social emotional services to students.

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 or working towards a Massachusetts State Licensure in Social Work, School Counselor, or Mental Health Counselor
• Master’s Degree in Social Work or related field
• Strong report writing and communication skills
• A minimum of conversational fluency in American Sign Language required, with native, or near-native ASL fluency preferred
• Written language competency
• Experience working with children in a school setting preferred
• Ability to manage conflict and maintain confidentiality

POSITION SUMMARY:
The Clinical Director is responsible for the management and quality assurance of all clinical services in Walden School, including the supervision and training of clinical staff, the facilitation of treatment team meetings, and oversight of the development and implementation of treatment plans. The Clinical Director works closely with the Walden School Director, Principal and Director of Residential Services participating in the referral and admissions process and assuring that educational and residential services are designed to meet the child’s therapeutic treatment needs. The Clinical Director serves as a member of the Walden School Senior Leadership Team.

FUNCTIONS AND RESPONSIBILITIES:

LEADERSHIP/ADMINISTRATIVE
Ensure the delivery of effective and comprehensive clinical services, including assessments, individual, family and group therapy, and milieu treatment.
Work closely with the Walden School Director and other senior leaders on program oversight and development.
Develop and review policies and procedures relevant to Walden School clinical services
in conjunction with the Walden School Director, serve as a liaison with state agencies and community service providers serving Walden School students and families.

CLINICAL/SUPERVISORY
Recruit, train and evaluate clinical staff and clinical interns.
Provide individual clinical and administrative supervision (individual and group) for all members of the clinical department.
Lead CORE meetings, assist with treatment planning and clinical meetings.
Ensure effective development and implementation of treatment plans.
Provide and/or coordinate clinical training for all Walden School staff.
Work closely with the Principal and Residential Director to ensure the school and residential milieu are meeting clinical needs.

PHYSICAL REQUIREMENTS:
Must be physically able to perform all duties of the job including restraining potentially participating in restraining a dysregulated student when necessary.

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
Current licensure in the state of Massachusetts (LICSW, LMHC, LMFT) OR willingness to become licensed in MA
Preferred five years of clinical supervisory experience, with a strong preference for experience working with children and families
Written English competency
Strong interpersonal skills
Understanding of both Language Deprivation and Developmental Trauma (C-PTSD)

Mental Health Clinician
POSITION SUMMARY:
Provides individual and group therapy to students. Responsible for developing individual strength based treatment plans with an interdisciplinary team. Provides family therapy to families as requested. Provides collateral services to agencies on behalf of students and families. Collaborates with the educational and residential staff within Walden School and at the Marie Philip School. May provide supervision to social work trainees or other individuals. Participates in activities of the Walden School Clinical team.

Functions and Responsibilities:
Provides clinical services to students and families.
Participates in clinical on-call rotation (separate compensation from salary).
Provides discharge planning and community liaison to students and families.
Participates in student’s clinical team related meetings including, but not limited to clinical department meetings, clinical case conferences, community meetings, staff meetings and in-services.
Completes all documentations in compliance with established polices and procedures under the Department of Elementary and Secondary Education, the Department of Early Education and Care, MA Department of Mental Health and MA Department of Children and Families’ Rehab Options.
Maintains complete, accurate, and current records of all clinical services rendered, includes initial evaluations, progress notes, summary notes, discharge summaries and all other necessary documentation.

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
Masters Degree required and must be eligible to become Massachusetts state licensed in social work, psychology, or mental health field
A minimum of conversational fluency in American Sign Language required, with native, or near-native ASL fluency preferred
Excellent communication and grammar skills at sufficient levels to ensure effective and appropriate communication
Strong interpersonal skills developed at a level which allows for the smooth collaboration at all levels within the agency
A valid drivers license and a clean driving record required
Some evening hours required

Secondary Teacher
POSITION SUMMARY:
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.

Requirements
• Massachusetts State Teacher Certification (or certification from a reciprocal state)
• Master’s Degree in Deaf Education
• 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

Day Child Care Worker/ Classroom Assistant

POSITION SUMMARY:
Day Child Care Workers function as classroom assistants when school is in session, and move to the dorm when school is not in session. The person filling this position will provide for the instructional needs of students and with additional needs that arise in the classroom. Primary responsibilities include assisting the teacher with planning and implementing academic tasks, as well as working with specialists to create a highly structured environment conducive to learning.

Classroom Assistants provide direct supervision and monitoring of students and work on an individual or small group basis. Classroom assistants also act as Child Care Workers during non-school days and are always responsible for implementing treatment plans and for the direct care and safety of the students residing at Walden School.

FUNCTIONS & RESPONSIBILITIES ON SCHOOL DAYS
Participate fully in all classroom activities and student assignments. Attend and participate in required meetings, completing assigned report writing tasks in a timely manner, and communicate with members of the students’ multidisciplinary team.
Assists teachers in preparation of instructional materials and classroom visuals for student and instructor use and assumes responsibility and instructions of students in the absence of the classroom teacher
Participates in direct service planning and lesson planning with Classroom Teacher and/or in a team approach.
During academic and/or social-recreational activities or lessons, support the students by providing individual assistance as needed and guide behavior support plans under the direction of the teacher.
Supervise students during transition times.

FUNCTIONS & RESPONSIBILITIES ON NON-SCHOOL DAYS
Assist with the planning of structured and age appropriate activities and outings during vacation days.
Supervise students in daily routines and assist with the activities of daily living skills.
Support and assist students using therapeutic interventions consistent with the treatment model at Walden School.
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
A minimum of a High School diploma; college degree is preferred
Must be ASL Proficient Must be able to work in conjunction with classroom teachers on daily instruction and work effectively as part of an educational team
Prior experience working with children preferred
Drivers license and a driving record in good standing

State Testing and Mainstreaming Coordinator
POSITION SUMMARY:
Facilitates and supports the overall administration of state mandated testing including alternative assessments for all TLC school programs. Supports students who are participating in mainstream classes within the local public schools.

FUNCTIONS AND RESPONSIBILITIES:
Comply with school, state, and federal policies and procedures, as well as support the mission of the school.
Communicate clearly with students in their first language.
Maintain a current working knowledge of The Learning Center curriculum, the MA Curriculum Frameworks, and MCAS procedures.
Demonstrate appreciation and sensitivity to the diversity among individual students.
Cooperate in a constructive relationship with parents and be receptive to their contributions.
Maintain professional boundaries.
Use available resources to analyze, reflect upon and refine professional knowledge and skills.
Plan and complete necessary testing or data collection, documentation and interpretation of data and effectively share with staff, students and IEP team members as needed.
Maintain student and staff confidentiality.
Contribute to self-growth and continuous improvement through active participation in professional development activities and meetings.
Maintain accurate records.
Demonstrate flexibility and responsiveness to the needs of the students and the school.

State Testing Coordinator Role:
Oversee the administration of MCAS and ACCESS testing at TLC.
Ensure TLC compliance with DESE requirements regarding MCAS and ACCESS testing.
Ensure TLC compliance with DOE requirements regarding state testing in other sending states (e.g., NH state testing).
Train and support staff in MCAS/MCAS Alternative Assessment administration.
Order and organize MCAS materials, set up rooms for testing, schedule MCAS volunteers (e.g., hall monitors).
Provide regular and ongoing support for principals, and teachers completing MCAS portfolios.
Review all portfolios for all TLC programs.
Access MCAS, MCAS Alt and ACCESS results from DESE website and enter results into TLC database.
Facilitate the sharing of MCAS reports with families and LEAs.

Mainstream Coordinator Role:
Collaborate with students, families, TLC Teachers, Interpreter Coordinator as well as outside providers (e.g., public schools staff) to provide ongoing and appropriate support to TLC students who are mainstreaming in the local public schools.
Work with families, TLC teaching staff and interpreters, and public school staff to schedule TLC students in appropriate (e.g., Advance Placement, College Preparatory) classes within the local public schools.
Work with TLC interpreting team to provide professional development to those public school teachers who will have TLC students in their classes.
Facilitate and/or conduct quarterly observations of all mainstream classes.
Weekly communication with TLC interpreting team mainstream coordinator, public school teachers, and TLC teaching staff. At least quarterly contact with families in order to improve planning and communication related to students taking mainstream classes.
Represent and report on mainstream classes in quarterly reports, report cards and during IEP meetings.

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

Requirements
• A minimum of 3 years teaching experience
• MA degree in Deaf Education
• A minimum of conversational fluency in American Sign Language required, with native, or near-native ASL fluency preferred
• Written language competency
• Experience with MCAS testing preferred
• Massachusetts State Teacher Certification (or certification from a reciprocal state) or ability to be licensed in the state of Massachusetts
• Ability to work effectively as part of an educational team

Note: In the event that a viable licensed candidate does not apply for any of the above teaching positions, a candidate may be eligible to be employed under a 1-year waiver from MA DESE. The unlicensed candidate must submit documentation of completion of all requirements for the position except for DESE testing (written, performance, and literacy skills) in order to be eligible to be granted a waiver allowing one year to complete the testing requirements and acquire a preliminary vocational technical educator license.