• 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.

The High School Principal will create an academic program that exemplifies excellence and equity such that all students will be equipped with the knowledge and skills to successfully make decisions and determine their own life path.

Essential Duties and Responsibilities: These are not exclusive or all-inclusive. Other duties may be required and assigned.

• Works with the Chief Academic Officer to develop, articulate, and implement a vision of learning that includes high goals for student achievement that are shared and supported by the school community. Values, supports, and believes in high standards for all students across the spectrum of socio-economic demographics and academic potential.
• Articulates the vision and strategic mission of the Tennessee Schools for the Deaf and works collaboratively with teachers, parents, community leaders, higher education partners, and others to continuously improve instructional excellence.
• Listens effectively to families, students, and the school community. Considers and responds to the input of stakeholders in a timely fashion.
• Strategically aligns leadership behaviors with stated values and goals to drive required change. Develops strategic plan with effective solutions.
• Establishes and maintains a culture of integrity, fairness, and high ethical standards. Builds strong relationships based on mutual respect, trust, and empathy within the school.
• Establishes systems and programs that promote learning, collaboration, and communication throughout the school.
• Supervises teachers and educational assistants and holds each to a high standard.
• Builds department capacity by setting clear expectations and observing and evaluating paraprofessional and office staff using the SMART process.
• Improves classroom teaching by setting clear expectations and observing, coaching, and evaluating teachers and staff in accordance with the Tennessee Educator Acceleration Model (TEAM). Obtains and maintains TEAM Observer certification through completing training and passing certification exam.
• Analyzes and uses data to inform adult learning, professional development, and decision-making.
• Ensures that school meets all relevant academic benchmarks and that every student is measured for annual academic growth.
• Participates in the IEP process, assuring that goals, objectives, and benchmarks are appropriate and effectively addressed.
• Builds professional learning communities to nurture and sustain a school culture and instructional program conducive to accelerated student achievement. Regularly assesses student learning and ensures the provision of specific, timely feedback to teachers and students.
• Aligns standards, curricula, instructional strategies, and assessment tools. Supports teachers in using effective instructional strategies to meet students’ diverse learning needs.
• Coordinates professional learning activities for the instructional staff of the school, including planning, collaboration, implementation, and evaluation of the services.
• Fosters teacher professional development through coaching and motivating. Stimulates and retains high performers, mentors early career teachers, challenges low performers to improve, and dismisses poor performers who do not improve. Initiates and engages in difficult conversations around continuous instructional improvement as necessary.
• Builds strong teams, develops leadership capacity among staff, and shares responsibilities appropriately. Recognizes, rewards, and celebrates hard work and outstanding results.
• Works with Chief Academic Officer, directors, counselors, teachers, residential staff, and different personnel to maintain a high level of youth development and student support services that align with academic goals, as dictated by student needs.
• Participates in and supports the supervision and administration of extracurricular programs and school athletic programs with staff assistance, as applicable.
• Collaborates with the Chief Academic Officer to select highly effective teachers through robust screening and interviewing process and assists in recruitment.
• Performs other duties as assigned.

Qualifications:
• Valid Tennessee professional educator license with and administrative endorsement or demonstrated progress toward this endorsement.
• Must have at least ten (10) years’ teaching experience.
• American Sign Language SLPI rating of Advanced or higher
• Master’s Degree or beyond in educational leadership/administration/supervision.
• Degree in Deaf Education and/or a working knowledge in the Deaf, hearing impaired, and special populations.
• Demonstrate a deep understanding of the unique challenges associated with educating students who are deaf/hard-of-hearing.
• Technology acumen and proficiency including Microsoft Office Suite, Microsoft 365, internet-based applications, typing and word processing skills.

Terms of Employment: Full-Time 12-month teacher contract.

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).

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.

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

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.

Under supervision of the Principal, works with oversight from a Work Experience Coordinator to coordinate the work experience program for high school and 4Plus (transition program) students.

Duties:

• Provide job training for students and work collaboratively with the ISD staff to ensure that students receive appropriate services
• Assess students for work readiness skills. Match student needs, skills, and interested with available job opportunities
• Work with students 1:1 or in small groups to develop skills needed to obtain/maintain employment such as job searches, applications, resume construction, interview skills, etc.
• Develop and maintain positive partnerships with community businesses and agencies, and assist with accommodation guidelines outlined in the Americans with Disabilities Act and other laws/policies.
• Contact employers and develop community-based opportunities for students to job shadow, have exploratory job placements and long-term work experiences
• Connect regularly with job site supervisors to ensure successful work experience placements, resolve problems that may arise, and to monitor students in the field.
• Be available as first point of contact for and provide input to students, staff, and parents for report cards and at IEP meetings (outside of normal working hours if necessary).
• Work cooperatively with ISD staff to develop appropriate learning targets, coordinate scheduling/transportation.
• Maintain a database of work experience sites with relevant details of employment positions.

Michigan School for the Deaf (MSD) is a bilingual school, with a residential component, for students who are deaf or hard of hearing (DHH). MSD provides a language rich environment in the least restrictive environment for students who are DHH, guaranteeing each student a free appropriate public education (FAPE). MSD ensures academic and social excellence – rich in ASL and English literacy for all students from infancy to graduation. An American Sign Language (ASL)/English bilingual approach is used to support the acquisition, development, and use of ASL and English. Students are placed at MSD through the individualized education program (IEP) process by their resident school district and either attend school as a day student or live residentially. All students are transported to MSD by their local school districts. Students whose families choose for them to live residentially through the week are immersed in Deaf culture and participate in student life opportunities to develop self-advocacy, personal growth, leadership, and teamwork. MSD staff work collectively to empower students with a positive Deaf identity so when they graduate from MSD each student possess knowledge, confidence, and leadership to become contributing citizens in a diverse, technological, and democratic society.

The Michigan School for the Deaf provides residential and educational programs and services for students who are deaf or hard of hearing. These positions functions as classroom teachers.

13 Teaching vacancies will be filled below is a list of positions:
Full-Time High School Math Teacher
Full-Time High School English Language Arts Teacher
Full-Time Middle School Science Teacher
Full-Time Middle School Social Studies Teacher
Full-Time Multi-Age Elementary Resource
Full-Time Multi-Age Middle School Resource Teacher
Full-Time Multi-Age High School Resource Teachers
Full-Time Skills, Independence, Transition, and Employment (SITE)Teacher
Full-Time ASL/World Language Teacher
Full-Time Art Teacher
Full-Time High School Social Studies Teacher
Full-Time Third Grade Teacher
Full-Time Middle School Math

TERMS OF EMPLOYMENT
Length of position: 12 months per year
Hours: 8 AM – 5 PM

GENERAL DESCRIPTION
The Supervisor of Family and Student Advocacy Services will be responsible for the Family and Student Advocacy Services Department under Student Support Services in advocating for the needs of families and students within our community. The ideal candidate will have a strong background in social services, exceptional leadership skills, and a deep commitment to empowering individuals to navigate and access resources effectively.

This position requires good interpersonal and organizational skills, strong ethical practices and the ability to communicate effectively as a Supervisor. This position serves as the Supervisor of Family and Student Advocacy Services and has administrative control over family and student advocacy services, reporting directly to the Director of Student Support Services.

ESSENTIAL FUNCTIONS
Lead and supervise a team of family and student advocates, providing guidance, support, and mentorship to ensure the delivery of high-quality advocacy services.
Develop and implement advocacy strategies and initiatives to address the diverse needs of families and students, including but not limited to education, healthcare, housing, and social services.
Collaborate with community organizations, schools, government agencies, and other stakeholders to identify resources, opportunities, and solutions for families and students facing various challenges.
Provide direct advocacy support to families and students, including conducting assessments, developing action plans, and advocating on their behalf with relevant agencies and institutions.
Monitor and evaluate the effectiveness of advocacy programs and services, collect data, and prepare reports to track outcomes and inform program improvement.
Stay informed about relevant policies, regulations, and trends in the field of family and student advocacy, and ensure compliance with all legal and ethical standards.
Represent the organization in meetings, conferences, and other events related to family and student advocacy, and serve as a spokesperson for our mission and values.
Completes other duties as assigned.
QUALIFICATIONS REQUIRED
Bachelor’s degree in social work, psychology, counseling, or a related field
Five years-experience in social services, advocacy, or related roles
At least two years in a supervisory or leadership capacity in the relevant field
Strong understanding of issues affecting families and students, including poverty, homelessness, mental health, and educational disparities
Excellent communication, interpersonal, and conflict resolution skills, with the ability to build rapport and establish trust with diverse populations
Demonstrated ability to develop and implement advocacy strategies, manage multiple priorities, and work effectively in a fast-paced environment
Proficiency in Microsoft Office Suite and other relevant software applications
Valid driver’s license and reliable transportation required
Sign Language: The ultimate required proficiency level for the position using the levels designated in the Signed Communication Proficiency Interview (SCPI) is ADVANCED. If hired with a sign language proficiency level below this level, you are required to participate in signed communication learning opportunities on a regular basis until you have achieved the sign language proficiency level assigned to your position.
QUALIFICATIONS DESIRED
Master’s degree in a related social service field from an accredited college or university
Three or more years of experience in supervision of staff
Five years-experience as a social worker, case manager, or family liaison in a school environment
Experience working with deaf individuals (including children)
Experience working with school and community stakeholders and agencies to coordinate services
KNOWLEDGE, SKILLS AND ABILITIES/ATTRIBUTES
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 Student Support Services

MILITARY OCCUPATION SPECIALTY (MOS) CODE:
Program Supervisor VI, See page 3 of https://hr.sao.texas.gov/Compensation/MilitaryCrosswalk/MOSC_ProgramManagement.pdf

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.