SPED- Teacher of Deaf & Hard of Hearing

SPED - Teacher of Deaf & Hard of Hearing Location: Wilson County School District Administrative Training Complex, Lebanon, Tennessee Starting Date: July 28, 2026 This job posting is closed. Qualifications Candidate must have or be eligible to obtain a current Teacher Certificate issued by the Tennessee Department of Education with a current or pending endorsement in Special Education: Hearing Impaired, Teacher for the Deaf and Hard of Hearing (or similar). Experience and training in the itinerant service model is preferred. Must demonstrate knowledge of and should be proficient in one or more sign systems: American Sign Language, Signed English, CASE, PSE, and Cued Speech; also knowledgeable of LSL and auditory/oral models. Reports To: Director of Special Education FLSA Status: Exempt Schedule: 200 Days Evaluation: Performance of this job will be evaluated in accordance with provisions of state law and the Board’s policy on evaluation. Essential Functions Work cooperatively with all members of the school staff, communicate effectively with parents, and supervise, direct, and support educational assistants and interpreters. Train and use hearing assistive technology (hearing aids, bone conduction devices, cochlear implants, FM/DM/Roger systems, classroom sound systems, AAC devices, and other adaptive technology) and hook up devices to students’ devices. Understand all communication methods used by people who are deaf or hard of hearing, ages 3–21. Interpret and explain audiograms and related medical reports to students, parents, and teachers for IEP meetings and eligibility purposes. Participate in the IEP process as a member of D/HH students’ teams; assume duties such as testing, IEP writing, collecting and interpreting data, and maintaining case files and records. Submit required paperwork in a timely manner. Coordinate and collaborate with parent, school staff, SLPs, school psychologists, specialists, and interpreters to provide appropriate support services to meet students’ individualized needs across settings. Set a flexible, efficient itinerant schedule that incorporates time for direct service sessions, administrative duties, device troubleshooting, training, meetings, travel, and material development. Develop and provide age- and level-appropriate instruction in support of student IEP goals, working closely with the SLP for speech and/or language development of signing students who require an alternative approach to phonics-based programs. Provide formal and informal testing (if qualified) for students’ eligibility and reevaluation; assist school psychologist and SLP with testing as needed. Write comprehensive initial eligibility and reevaluation reports. Coordinate with general education teachers to provide needed support within the general classroom, including designing and delivering pull-out instruction. Consult and assist classroom teachers in implementing accommodations and modifications for students to have full access to the curriculum. Provide training and in-service opportunities for teachers and staff on related topics. Supervise educational interpreters (if qualified) as they provide specially designed instruction and academic support to students. Collect, develop, and share materials, activities, and resources supporting D/HH students’ IEP goals with school staff for professional development. Use technology for documentation, communication, and instructional purposes. Track and maintain equipment associated with the D/HH program, including FM and room sound systems and other adaptive technology and devices. Set up and maintain FM and classroom amplification systems and provide training for students and staff; coordinate with students’ audiologists for appropriate amplification. Know hearing aid, cochlear implant, bone-anchored devices and assistive device companies, and how to order needed equipment. Collaborate with school IT. Review and explain students’ audiograms and medical records in all meetings. Implement a program of auditory skill building and aural rehabilitation for students with new or changing amplification, collaborating with the audiologist. Foster age-appropriate self-advocacy in students K-12. Facilitate achievement of transition goals for students aged 14-21. Facilitate opportunities for connecting isolated Deaf/HH students with peers and role models in the wider D/HH community; connect parents with needed resources. Collaborate with speech-language therapists to provide assessment, support, and intervention for students with hearing loss. Collaborate with the ESL teacher to provide services to students and families who speak different languages and learn about their cultures as it relates to hearing loss. Establish relationships with local interpreting agencies and organizations that provide services to students and families. Participate in yearly professional development to stay current with signing skills, technology, devices, programs, and advances. Collaborate with other TODHH’s to gain insight, knowledge, and ideas. Coordinate with staff interpreters to provide interpreting services to Deaf parents for school-sponsored events, meetings, and written communications as requested. Report program updates to the Program Manager and Special Education Director. Other duties as assigned. Physical Demands May require lifting or carrying of objects that exceed 50 lbs, with frequent lifting and/or carrying of objects weighing up to 25 lbs. Pushing and/or pulling Stooping and/or kneeling Reaching and/or handling Talking Hearing Seeing Climbing Capacity and Ability Requirements Intelligence: Ability to understand instructions and underlying principles; ability to reason and make judgments. Verbal: Ability to understand meanings of words and associated ideas. Numerical: Ability to perform arithmetic operations quickly and accurately. Data Perception: Ability to understand and interpret information presented in forms of graphs, charts, or tables. Work Conditions Normal working environment. General Requirements The above statements describe the general nature and level of work being performed by the person assigned to this position. They are not intended to be a complete list of responsibilities, duties, and skills required of personnel so assigned. Non-Discrimination Policy The Wilson County Board of Education does not discriminate because of age, race, color, gender, national origin, disability, religion, genetics, creed, or veteran status in the provision of services, programs, or employment opportunities or benefits. The Wilson County School System is an Equal Opportunity Employer and member of the TN Drug-Free Workplace. Employees or applicants who need reasonable accommodations should contact Human Resources for assistance. #J-18808-Ljbffr Young World Physical Education