Itinerant Teacher of the Deaf
Itinerant Teacher of the Deaf
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Job Description
Itinerant Teacher of the Deaf
The Childrens Center for Communication
WHERE COMMUNICATION COMES FIRST Since 1876
The following statements describe the general nature and level of work being performed. They are not intended to be an exhaustive list of all responsibilities duties and skills required for the position.
Itinerant Teacher of the Deaf
The following statements are intended to describe the general nature and level of work being performed. They are not intended to be construed as an exhaustive list of all responsibilities duties and skills required of personnel so classified.
REPORTS TO:
Primary Director of Outreach Secondary Executive Director
SUMMARY:
A Teacher of the Deaf (TOD) is a highly trained professional who provides specially designed instruction and services to deaf/hardofhearing (DHH) children including those with communication physical behavioral and/or developmental challenges. A TOD ensures that each childs education aligns with current researchinformed best practices the childs educational plan/program and the Massachusetts Curriculum Frameworks.
AnItinerant TOD supports DHH children in various settings including public schools private schools and home and communitybased learning during early intervention. By partnering with school districts and teaching teams the Outreach TOD ensures that the learning environment instructional practices and social opportunities are adapted or modified to maximize each DHH childs growth and development.
Specific responsibilities for the Itinerant TOD position are outlined below.
WHAT YOULL DO HERE:
General
Foster positive and purposeful relationships with students families colleagues schoolbased professionals and community partners through open and frequent communication.
Effectively represent CCCBSD and its institutional vision/mission in all interactions with schoolbased professionals and community partners.
Collaborate with other members of the Outreach team and professionals from public and private school districts.
Stay uptodate on researchinformed best practices in the education of DHH children by attending/presenting at conferences reading scholarship and participating in professional learning opportunities.
Participate in professional learning organizational activities and student/community events at CCCBSD whenever possible.
Engage in regular collaborative meetings with the Director of Outreach.
Maintain a professional digital calendar of home and school visits service provision and communication.
Maintain and/or make progress toward educational/professional license(s) as required by the Department of Elementary and Secondary Education and/or Department of Public Health.
Participate in ongoing professional development both inside and outside of the school setting and meet the requirements for professional licensure.
Engage in committees task forces or work groups that contribute to the institutions mission and goals.
Perform miscellaneous jobrelated duties as assigned.
Public/Private School/District Support
Understand and effectively communicate key information related to DHH students including eligibility for special education services impact of hearing loss across environments and the need for specially designed instruction related services and communication access.
Identify and share resources with educational teams and families to support each students access and learning needs.
Participate in the individualized education plan (IEP) or 504 process for DHH children.
Plan implement and document specially designed instruction and consultation as outlined by a childs IEP or 504 plan.
Write timely and comprehensive progress observation and consultative reports.
Collaborate with schoolbased educators and related service providers regarding assessment and instructional practices for DHH children.
Monitor academic communication language and social skill development using various strategies and assessments.
Explain students hearing levels and hearing assistive technology (e.g. hearing aids cochlear implants remote microphone systems sound field systems) to families and professionals.
Guide the development and implementation of peer awareness activities in students classrooms when appropriate.
Provide consultation inservice training and support for teachers caregivers and professionals upon request.
Complete evaluations of DHH children upon referral/request.
Early Intervention Support
Understand and apply the principles of familycentered early intervention (FCEI) for DHH children.
Visit homes and facilitate discussions with families about hearing levels communication and language development communication options and child development in an unbiased manner as outlined in the childs Individualized Family Service Plan (IFSP).
Support DHH children (birth through age 3 years) and their families in playgroup settings as outlined in the childs IFSP.
Collaborate with ParentInfant Program (PIP) staff regarding caseload playgroups early childhood resources and family events.
Monitor communication and language development through a variety of strategies and assessments.
Conduct assessments and evaluations as DHH children transition from early intervention to schoolbased services at age 3 making recommendations for communication access placement accommodations modifications and service delivery.
WHAT YOULL BRING TO THE TABLE:
Bachelors degree (Masters preferred) in education deaf and/or special education communication disorders or early childhood education.
A minimum of three years of experience in deaf education and/or special education (preferred).
Massachusetts Department of Elementary and Secondary Education (DESE) educator license in the area of Teacher of the Deaf and Hard of Hearing (or ability to obtain within two years).
Extensive knowledge of principles of deaf education and familycentered early intervention.
Open and balanced approach to various communication modes used by individuals who are deaf or hard of hearing.
Knowledge of Deaf culture and ability to provide related resources to students and families in all settings.
Fluency in American Sign Language (ASL) is required.
Strong command of written English.
Excellent interpersonal and communication skills with the ability to interact effectively with a wide range of people in a helpful positive and constructive way.
Ability to work independently establish priorities and complete tasks in a timely manner.
Ability to work collaboratively as part of a diverse professional community.
Strong organizational skills including management of student data.
Valid drivers license and willingness to drive throughout the region for caseload meetings and training.
Willingness to adjust working hours to meet the needs of students families programs and school districts in coordination with the employees supervisor.
Appreciation for diversity in culture race gender and other individual differences fostering a work environment that reflects the community at large.
OTHER IMPORTANT THINGS TO KNOW:
The successful candidate must present appropriate certifications as required by DESE.
Work involves moderate exposure to safety elements including physical activity student behavior student hygiene limited food preparation and GTube feedings.
The position may require physically assisting students weighing up to and exceeding 40 pounds.
The work environment may involve operating school vehicles to transport students to and from community settings.
CCCBSD does not discriminate based on race color gender religion national origin age sexual orientation political beliefs disability pregnancy or marital/family status.
The Childrens Center for Communication/Beverly School for the Deaf provides all DESErequired training to ensure employee and student safety.
Apply directly on SchoolSpring. Contact with questions.
WHERE COMMUNICATION COMES FIRST Since 1876 Learn more at
Employment Type
Full-Time
