This posting is for all teaching positions for the 2024-2025 school year.

 

SUMMARY

 

Provide deaf and hard of hearing students with appropriate learning activities and experiences based on goals and objectives identified in the student's IEP. Develop or modify curriculum and prepare lessons and other instructional materials according to students’ ability levels. Work in self-contained, team, departmental, or itinerant capacity as assigned.

 

 ESSENTIAL DUTIES AND RESPONSIBILITIES include the following:

• Collaborate with students, parents, and other members of the staff to provide quality specialized instructional program to students with who are deaf and hard of hearing while supporting general education as much as possible.
• Plan and use appropriate instructional/learning strategies, activities, materials, and equipment that reflect accommodations/modifications for individual needs of students assigned.
• Collaborate with general education teachers to modify regular curricula as needed for maximum student participation.
• Prepare for Admission, Review and Dismissal (ARD) Committee meetings by:

1. Updating existing IEPs
2. Administering criterion-referenced or curriculum-based assessments according to special education department procedures
3. Completing the academic and/or developmental, behavioral competencies information (PLAAFP)
4. Drafting modifications of regular education instruction
5. Drafting new IEP goals and objectives to send home to parents for review
6. Completing the communication supplement & RDSPD paperwork as needed

• Participate in the Admission, Review and Dismissal (ARD) Committee meetings by:

1. Attending as the deaf education representative
2. Explaining and discussing the student's progress on previous IEP, current competencies, proposed IEP goals and objectives, and proposed class, schedule, modifications/accommodations, and supplemental aids
3. Providing information regarding state testing recommendations and previous year results
4. Reporting transition goals and activities as needed

• Conduct formal and informal assessment of student learning styles and use results for instructional activities and to consistently assess student achievement.
• Employ a variety of instructional techniques and media consistent with the needs and capabilities of each student assigned utilizing technology when appropriate.
• Assist signing students in requesting an interpreter for extracurricular activities by utilizing the interpreter request form
• Troubleshoot and maintain auditory equipment, contacting RDSPD Coordinator when problems arise, and train regular classroom teachers regarding their use.
• Comply with all RDSPD, district, and campus policies
• Maintain confidentiality of student records and information discussing issues only with the educational team responsible for the student’s educational programs
• Attend all required campus, district, and RDSPD meetings and trainings
• Perform other duties and responsibilities as assigned by supervisor/principal

 

SUPERVISORY RESPONSIBILITIES

 

Supervise assigned communication aides and assist in the supervision of assigned interpreters, interpreter interns, and communication facilitators.

 

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.  There may be alternatives to the below qualifications as the Board of Trustees may find appropriate.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

 

EDUCATION and/or EXPERIENCE

 

Bachelor's degree from accredited university

Valid Texas teaching certificate, certified to teach in Texas with a Deaf/Hard of Hearing

TASC certified: Required

Certification: Master’s degree preferred.

 

 

 

 

Special Skills

• Knowledge of deafness and how it impacts literacy and education Knowledge of Admission, Review, and Dismissal Committee process and IEP goal setting process and implementation
• General knowledge of curriculum and instruction and differentiation
• Consultation skills and collaboration skills
• Knowledge of assistive technology (FM systems, cochlear implants, hearing aids)
• Ability to read and interpret testing results (for example audiograms)
• Ability to read and administer communication assessments
• Knowledge of sign systems such as ASL, CASE, Signing Exact English

 

LANGUAGE SKILLS

 

Must be able to effectively communicate orally, in writing, or signing to a variety of audiences including conferences with parents, community service providers, district staff, chairing committee meetings, preparing written student evaluations, preparing written reports regarding program implementation/recommendations, preparing policies and procedures, and conducting staff development activities.

 

 

MATHEMATICAL SKILLS

• Ability to perform basic math
• Ability to calculate figures and amounts such as discounts, interest, commissions, and percentages.

 

 

REASONING ABILITIES

• Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form.
• Ability to deal with problems involving several concrete variables in standardized situations.

 

 

CERTIFICATES, LICENSES, REGISTRATIONS

 

Texas Teacher certification to include Teacher for the Deaf or Deaf and Hard of Hearing, TASC certification required

 

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 regularly required to sit and talk or hear.  The employee is often required to stand and walk.  The employee must occasionally lift and/or move up to 75 pounds or assist in a 2 man lift up to 200 lbs.  Specific vision abilities required by this job include close vision, peripheral vision, distance vision, and ability to adjust focus. 

 

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.

 

Regular travel to multiple campuses within the Temple Regional Day School Program as assigned.