Teacher of the Deaf - Newton, MA

Job Description

Job Description

CAPS Collaborative is seeking a dynamic and enthusiastic Teacher of the Deaf to join our growing Deaf and Hard of Hearing Programs in the Newton Public Schools. The applicant will provide direct and consultative services to students in middle school and high school in both self-contained and general education inclusion classrooms. Services are provided according to individual IEPs and may include direct teaching, observation and consultation with general education teachers and other related service providers. The ideal candidate has experience in working with deaf and hard of hearing students in the mainstream setting and can demonstrate exceptional relationship building skills, interpersonal communication skills and the ability to collaborate effectively with a multidisciplinary team.

This is a 10-month school year position with the potential for additional summer hours.

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 and education in general. 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)
• Provide direct and consultative services to students individually or in small group settings as indicated in the IEP, specialized instruction may include auditory training, speechreading, vocabulary development, speech and language development, social skill development, hearing assistive technology (HAT) use and maintenance and self-advocacy skill development
• Develop and differentiate curricula to meet the needs of the students based on Common Core standards; assist with modifying materials for general education courses as appropriate
• Plan effective instruction, engage learners and use appropriate instructional techniques for deaf and hard of hearing learners; use formative and summative assessment data to evaluate progress and guide instruction
• Communicate clearly with students in their identified mode of communication and language of instruction
• 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
• Demonstrate the use of screening and assessment tools that are culturally and linguistically sensitive; write reports and make appropriate educational recommendations
• Prepare students for participation in standardized testing, including but not limited to the Massachusetts Comprehensive Assessment (MCAS) and MCAS-Alt; administer exams as requested; assist with provision of testing accommodations
• Maintain record keeping systems necessary for accountability for progress monitoring, grading systems and attendance
• 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
• Provide in-service and consultation as needed to administrators, support staff, teachers and parents regarding the characteristics and educational implications of hearing loss, specific tips and strategies for addressing the needs of deaf and hard of hearing students in the classroom and the use of Hearing Assistive Technology
• Develop and maintain instructional space with respect for diversity, equity, and inclusion and a commitment to culturally responsive pedagogy
• Develop positive rapport with staff, students and families; communicate regularly with families regarding student performance
• Participate in all aspects of the IEP process including data collection, Team Meetings and IEP development
• Serve as a liaison and consultant to general education teachers
• Develop short and long-term objectives for instructional assistants assigned to you in terms of their instructional and non-instructional activities,; Supervise the implementation of these activities as requested by the Program Director and 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 student social skill development
• Assist other staff in the performance of their tasks as requested or as needs become apparent
• Maintain professional boundaries and ensure student/staff confidentiality as appropriate within the educational Team
• Contribute to professional growth and collaboration by staying informed on current literature/resources in the field and actively participating in staff meetings and professional development opportunities
• Perform other appropriate school related tasks as assigned by the Program Administrator.

Candidate requirements:

• Massachusetts Department of Elementary and Secondary Education license as a Teacher of the Deaf
• Master's Degree in Deaf Education preferred.
• Fluency in American Sign Language.
• Excellent written, communication and organizational skills.
• Knowledge and skills in the area of language development and literacy for deaf and hard of hearing students.
• 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.