SPED- Teacher of Deaf & Hard of Hearing

Deaf Education Teacher

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. Must demonstrate knowledge of LSL and auditory/Oral models. REPORTS TO Supervisor of Exceptional 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 Be able to work cooperatively with all members of the school staff, communicate effectively with parents, and supervise, direct, and support educational assistant and interpreters. Have training and experience working with HAT - Hearing Assistive Technology such as hearing aids, bone conduction devices, cochlear implants, personal FM, DM, Roger systems and classroom sound systems, AAC devices, and other adaptive technology. Knowledge to hook up various devices to the students' device. Have an understanding of all communication methods used by people who are deaf or hard of hearing age 3 - 21. Competent in interpreting and explaining audiograms and related medical reports to students, parents, and teachers for IEP's meetings and eligibility purposes. Participate in the IEP process as a member of D/HH students' teams with occasional case management duties. 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, SLP's, school psychologists, specialists, and interpreters to provide appropriate support services to meet students' individual needs across all 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/level-appropriate instruction in support of student IEP goals. Work closely with the SLP regarding speech and/or language development for signing students who require an alternative approach to phonics-based programs. Provide formal testing (if qualified) and informal testing for students' eligibility and reevaluation. Assist School psychologist and SLP with testing as needed, especially those who are deaf and/or use sign language to communicate. Write comprehensive initial eligibility and reevaluation reports. Coordinate with general education teachers to provide needed support within the general classroom, as well as designing and delivering necessary pull-out instruction. Consult and assist classroom teachers in implementation of accommodations and modifications for students to have full access to the curriculum. Provide training and in-service opportunities for teachers and staff on a variety of 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 in support of D/HH students' IEP goals with school staff for professional development. Use technology for a variety of purposes including collecting, and maintaining documentation, communicating with students and their teams, training, and providing materials and instruction to students. 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 school staff in their use. Coordinate with students' audiologists for appropriate amplification in the school setting. Knowledge of Hearing Aid, Cochlear Implant, Bone Anchored Devices, and assistivedevice companies and how to order equipment of needed items. Collaborate with school IT - Information technology. Reviewing, Interpreting, and explaining the students' audiogram and medical records in all meetings, to students, parents, and teachers. Implement a program of auditory skill building and aural rehabilitation for students with new or changing amplification (e.g. post op cochlear implant surgery) and collaborate with the audiologist. Foster age-appropriate self-advocacy in students K - 12 Facilitate achievement of Transition Goals for Age 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 to students with hearing loss. Collaborate with the ESL Teacher to provide services to students and families who speak different languages and willingness to learn about their cultures as it related to hearing loss. Establish a relationship with local interpreting agencies and organizations that provide services to students and families. Participate in yearly professional development to keep up to date with signing skills, technology, devices, programs, and advances in the field. 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 (e.g. graduation), meetings, and written communications as requested. Report program updates to the Program Manager and Special Education Director. Other duties as assigned.

PHYSICAL DEMANDS

This job may require lifting or carrying of objects that exceed fifty (50) pounds, with frequent lifting and/or carrying of objects weighing up to twenty-five (25) pounds. Other physical demands that may be required are as follows: Pushing and/or pulling Stooping and/or kneeling Reaching and/or handling Talking Hearing Seeing Climbing TEMPERAMENT (Personal Traits): Adaptability to performing a variety of duties, often changing from one task to another of a different nature without loss of efficiency or composure; Adaptability to accepting responsibility for the direction, control, and/or planning of an activity; Adaptability to working with students; and Adaptability to making generalizations, evaluations, or decisions based upon sensory or judgmental criteria.

CAPACITY AND ABILITY REQUIREMENTS:

Specific capacities and abilities may be required of an individual in order to learn or perform adequately a task or job duty. Intelligence: The ability to understand instructions and underlying principles; the ability to reason and make judgments. Verbal: The ability to understand meanings of words and the ideas associated with them. Numerical: The ability to perform arithmetic operations quickly and accurately. Data Perception : The ability to understand and interpret information presented in the 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.

NONDISCRIMINATION 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, in programs or activities, or in employment opportunities or benefits. The Wilson County School System is an Equal Opportunity Employer and member of TN Drug-Free Workplace. Employees or applicants who need reasonable accommodations should contact Human Resources for assistance. Wilson County School System