Special Education Teacher for the Deaf & Hard of Hearing, 2026-2027 School Year

JOB SUMMARY

Under the direction of the Executive Director of Special Education plan and provide for appropriate learning experiences for students. Provide an atmosphere and environment conducive to the intellectual physical social and emotional development of individuals to ensure success for every student. Provides a program of specialized instruction and/or services for students who are deaf or hard of hearing (DHH). Plan instruction monitor and evaluate student outcomes. Communicate and interact with students parents staff and community.

ESSENTIAL JOB FUNCTIONS:

The minimum performance expectations include but are not limited to the following functions/tasks:

• Plan a program of study that meet the needs interest and abilities of students;
• On a regular and consistent basis meets and instructs assigned classes in the locations and at the times designated;
• Develop appropriate Individualized Education Plans (IEPs) including appropriate goals (and objectives if needed) for students with disabilities assigned to caseload.
• Provide instruction and or support to DHH students in the development and maintenance of skills specified in the students IEP
• Conduct assessments testing and diagnostic examinations designed for deaf and hard of hearing students in accordance to established procedures
• Evaluate students developmental abilities in language auditory skills compensatory strategies accessing auditory information across settings communication skills and social language
• Interpret assessment results and facilitate discussions about how the type and severity of hearing loss can impact the students ability for language acquisition social and emotional development literacy skill development and make recommendations for modifications and accommodations that can help mitigate barrier
• Provide direct instruction in language development to include vocabulary development phonics acquisition auditory skill development use and care of amplification equipment self-advocacy skills and communication repair strategies
• Provide in-service/training to students and staff regarding hearing loss and its implications along with the use of amplification equipment and assistive technology
• Assisting teams in working with educational interpreters for assessment purposes class arrangement and roles and responsibilities of the interpreter
• Provide families with information about hearing loss communication options implications of hearing loss on language literacy and social development and educate them on the various roles of professionals (educational audiologist clinical audiologist SLP TODHH interpreters etc)
• Regularly monitor childs acquisition of language (spoken and/or sign) relative to hearing age and typical language development expectations.
• Facilitate IEP meetings and implement other case management duties for students with disabilities assigned to caseload.
• Adhere to the principles of the Least Restrictive Environment when making IEP placement recommendations.
• Complete all of the necessary paperwork and other requirements of IDEA the Regulations Governing Special Education Programs in Virginia and the Culpeper County Public Schools (CCPS) Office of Special Education including meeting timelines.
• Maintain accurate records of individual progress of students including the timely reporting of IEP goal progress.
• Maintain and be responsible for appropriate records and assessment reports within specified timelines.
• Effectively evaluate the progress of student learning including the use of frequent progress monitoring.
• Demonstrate effective communication (both verbal and written) and collaboration skills with parents general education teachers and special education staff.
• Establish and maintain relationships with colleagues students parents and community which reflect recognition of and respect for every individual;
• Plan and supervise purposeful assignments for teacher assistants and volunteers;
• Strive to maintain and improve professional competence;
• Attend all staff meetings and serve on staff committees as required; and
• Performs other assigned duties.

MINIMUM REQUIREMENTS TO PERFORM WORK:

• Bachelors Degree in an applicable field of education or the equivalent in credentialing training and/or experience;
• Possess or qualify for a professional license and appropriate endorsement as presented by the Virginia Department of Education;
• Be recommended by the Division Superintendent and approved by the School Board;
• Or equivalent training education and/or experience.

KNOWLEDGE SKILLS AND ABILITIES:

• Knowledge of school curriculum and framework policies and effective instructional practices.
• Knowledge of the teaching and learning process.
• Ability to provide instruction that reflects multiple perspectives and multicultural education.
• Ability to infuse technology into curriculum.
• Ability to respect confidential information and the individuals right to privacy.
• Ability to communicate openly and effectively with students colleagues administration parents central office and community patrons.
• Ability to model professional moral and ethical standards as well as personal integrity in all interactions within the school and within the community.
• Excellent oral and written communication and human relations skills.

SPECIAL REQUIREMENTS:

None

PHYSICAL DEMANDS:

Work is typically performed at a school within the division. Frequent walking standing stooping lifting up to approximately 40 pounds and occasional lifting of equipment weighing up to approximately 50 pounds may be required. Other limited physical activities are required. Travel to schools throughout the division and central office is possible. Vocal communication is required for expressing or exchanging ideas by means of the spoken word; hearing is required to perceive information at normal spoken word levels; visual acuity is required for preparing and analyzing written or computer data determining the accuracy and thoroughness of work and observing general surroundings and activities.

WORK ENVIRONMENT:

Work environment exposes the employee to inside and outside environmental conditions. Regular contact with staff members administrators and parents is required. Contact with parents by phone and in person is necessary. Timely and regular attendance is an expectation of performance for all CCPS employees. To ensure adequate staffing positive employee morale and to meet expected productivity standards throughout the organization employees will be held accountable for adhering to their workplace schedule. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential tasks.

EVALUATION:

The supervisor will evaluate performance on the ability and effectiveness in carrying out the above responsibilities.

Required Experience:

IC