Deaf Hard of Hearing Program Teacher of the Deaf Preschool

About us CAPS Collaborative will work in partnership with districts to provide programs and services of the highest quality. To provide these services, we adhere to the following values: To commit every aspect of the organization to providing exceptional educational opportunities for students. To demonstrate quality and responsiveness by becoming the first choice of districts for programs and services. To be a customer‑focused organization that constantly evaluates district needs. To integrate quality, integrity, respect, and teamwork into every aspect of the organization. To demonstrate accountability through constantly evaluating results and progress toward goals. To implement programs and services in the most cost‑effective manner and to exercise due diligence in financial decision making. We will work in partnership with districts to ensure that students transition to the least restrictive environment in their home school district. About the role Teachers are responsible for planning and implementing high quality instruction for a cognitively and linguistically diverse group of deaf and hard of hearing learners. Teachers are expected to be current with research and literature in the field of Deaf Education, language acquisition and early childhood education. Teachers in this role are expected to develop positive relationships with students, families, and professional colleagues. A commitment to lifelong learning and a spirit of collegiality and teamwork are expected and critical to the success of the program. Responsibilities Provide high level classroom instruction aligned with the Massachusetts Curriculum Frameworks; provide specially designed instruction as indicated by students' Individualized Education Programs (IEP). Facilitate children's interaction with a curriculum that is child‑centered, based on basic principles of language acquisition and early childhood development. Develop and differentiate preschool curricula to meet the needs of the students; foster self‑concept, social emotional, physical and intellectual, and linguistic development of each child. Use American Sign Language (ASL), Listening and Spoken Language and augmentative communication (AAC) as determined by IEPs. Plan effective instruction, engage learners and use appropriate instructional techniques for young deaf and hard of hearing learners; use progress monitoring to assess students and guide instruction. Monitor daily use of Hearing Assistive Technology (HAT) in the classroom. Develop short and long‑term objectives in the form of Individualized Educational Plans (IEP) based on formal and informal assessment and as assigned by Program Administrator. Participate in initial evaluations as requested by Program Administrator; participate in all aspects of the IEP process including data collection, Team Meetings, and IEP development. Maintain appropriate record keeping systems necessary for progress monitoring, grading systems and attendance. Develop positive rapport with staff, students, and families; communicate regularly with families regarding student performance. Collaborate with service providers to meet the individual needs of students (i.e., Speech Language Pathologist, Teachers of the Deaf, Educational Audiologists, Counselor, BCBA, OT/PT). Provide direction for Teacher Aides/Paraprofessionals to optimize student‑learning outcomes; participate in the formal and informal evaluation of each instructional assistant as requested by the Program Director. Demonstrate positive and responsive classroom management that fosters mutual respect, safety, and curiosity. Develop and maintain a classroom environment with respect for diversity, equity, and inclusion and a commitment to culturally responsive pedagogy. Implement the host school's student related policies and CAPS policies as outlined in the Program Handbook. Develop cooperative and ethical working relationships with professional colleagues (CAPS, consultants, related service providers, and host school); demonstrate the ability to openly share ideas, problem‑solve and engage in thoughtful conflict resolution. Contribute to professional growth and collaboration by staying informed on current literature/resources in the field and actively participating in in‑service, staff meetings and other professional development opportunities. Participate in the ongoing analysis of all facets of the program in terms of effective program design and develop suggestions for improved design. Plan and participate in school‑sponsored events, including Back‑to‑School Night, Parent‑Teacher Conferences and program‑wide events targeting the development of language and social skills. Maintain professional boundaries and ensure student/staff confidentiality as appropriate within the educational Team. Perform other appropriate school related tasks as assigned by the Program Administrator. Candidate requirements Possession or eligibility for a valid Massachusetts Department of Elementary and Secondary Education license (i.e., Teacher of the Deaf – ASL/TC, Early Childhood, Teacher of Students with Moderate Disabilities). Master's Degree in Deaf Education preferred. Fluency in American Sign Language. Ability to plan and implement an integrated language‑based early childhood program. Knowledge and skills in the area of early childhood education, language development and literacy for deaf and hard of hearing students. Excellent written, communication and organizational skills. Ability to relate with students, staff, and parents. Any additions or changes to the above qualifications, as deemed appropriate by the CAPS Board of Directors. Physical requirements Prolonged periods standing and walking throughout school and classroom. Must be able to lift to 15 pounds at a time. Must be able to assist students who have physical difficulties. Must be able to kneel, sit, stand, crawl, push, and pull to assist and teach children throughout the day. Prolonged periods sitting and working on computer to complete necessary paperwork. #J-18808-Ljbffr Capsed