Eanes ISD is currently seeking a Teacher of the Deaf and Hard of Hearing for the 2021-22 school year. We offer great pay and benefits!!
*Only applications submitted through the Eanes ISD website will be considered for employment*
Please submit your application online at www.eanesisd.net/jobs
Provide special education students who have been identified with an auditory impairment with learning activities and experiences based on their IEP goals and objectives. Develop or modify curriculum and prepare lessons and other instructional materials according to a student’s (IEP). Assignment may vary from year to year or during the year, and the teacher will travel among multiple campuses.
• Bachelor’s Degree
• Valid Texas teaching certificate
• Certification/Endorsement in Deaf Education
• Knowledge of special needs of students with auditory impairments
• Knowledge of deafness and how it impacts literacy and education
• Knowledge of assessment methods and materials for the deaf
• Diagnostic-prescriptive teaching in language development/communication, social/emotional development, vocational education, and academic areas
• Ability to read and interpret testing results (for example audiogram)
• Knowledge of assistive technology (FM systems, cochlear implants, hearing aids)
• Knowledge of sign systems such as Signing Exact English 2 and American Sign Language
• Fluency in sign language preferred
• Knowledge of Admission, Review, and Dismissal Committee process and IEP development and implementation
• General knowledge of curriculum and instruction
• Strong consultation and collaboration skills
At least one year of teaching experience preferred
Major Responsibilities and Duties:
• Develops short and long-range plans consistent with curriculum goals, learners’ diversity, and learning theory.
• Reviews/ obtains updated, available audiological/medical information regarding the student’s degree/type of hearing loss, discrimination ability, and use of amplification, and shares this knowledge with parents, teachers, and other appropriate staff.
• Provides inservice (formal and informal) for teachers and other support personnel as appropriate, including suggestions for environmental modifications, preferential seating, communication, understanding the impact of hearing loss, and use of a hearing aide, sign language interpreter, or FM (as applicable)
• Plans and prepares for IEP and parent meetings including filling out all required state/federal supplements related to students with auditory impairments and drafting goals and objectives based on data
• Demonstrates a working knowledge of hearing aids, cochlear implants, FM equipment (including use and troubleshooting) and the interpretation of audiograms.
• Effectively summarizes verbally and/or in a written format, audiological information for staffings and inservices.
• Effectively communicates/consults with staff, including general education and special education teachers, related services personnel, and nurses
• Consults with teachers and therapists to plan for student’s needs and required adaptations, modifications, and use of assistive/adaptive technology.
• Serves as the liaison between school district and RDSPD or TSB for any students being served in these programs. Attends ARD meetings as district representative
• Facilitates communication and helps with transition for our 0-2 year old students
• Provides frequent and appropriate information to families about the instructional program and conveys information about individual student progress in a culturally sensitive manner.
• Provides information and emotional support for students and families to promote understanding and coping skills for their child’s hearing loss.
• Has working knowledge of resources, strategies, networks, organizations, and unique services for individuals with disabilities and their families including career, vocational, and transition support, including possible funding agencies and financial sources for secondary aged students (local, state, and federal).
• Collaboratively works with community agencies and outside therapists for students and understands the reciprocal relationship of sharing confidential information with these individuals.
• Demonstrates understanding and application of the hearing referral process for identification of students with hearing loss, and the monitoring of students with known hearing loss.
• Understands issues in definition and identification procedures for individuals with disabilities, including those individuals from culturally and/or linguistically diverse backgrounds.
• Prepares and utilizes assessment methodologies to adapt for individual students as appropriate, including physical adaptations to meet a student’s individual needs.
• Demonstrates the ability to assess student needs and progress within curricular areas including academic, social and vocational, and its relationship to hearing loss. Shares information professionally in a written/verbal format at staffings.
• Understands assessment as an educational process including how to interpret information obtained from standardized and non-standardized assessment, analyze and use to develop instruction and goals for individual students.
• Plans effective instructional strategies for adapting or modifying general curriculum to meet the needs of individual students, and strategies to implement and prioritize longitudinal, outcome-based curriculum, including social, language, academic, vocational skills, and life skill domains (i.e. domestic, recreation/leisure, vocational, and community).
• Utilizes specialized materials, equipment, and assistive technology for individuals with disabilities and understands the use of adaptive equipment for students with disabilities to plan and prepare for the integration of assistive and instructional technology to meet a student’s individual needs.
• Creates an environment that provides appropriate visual (line of sight) and acoustic access for full participation for students with hearing loss. Monitors for this access within the general ed. environment (including visual access to the sign language interpreter as applicable and line of sight with the teacher.)
• Provides prescriptive instruction from an HI linguistic-based perspective with mediational strategies, to address the learning, language, communication, auditory, and social impact of hearing loss and to advance academic achievement.
• Provides specialized instruction in the hearing-related areas of: Auditory Training, Speechreading, Vocabulary Development, Speech/language development, Social Skill Development, Hearing Aide/FM use and maintenance, and Deaf/Hard of Hearing Positive Coping Strategies/Self Advocacy. Mediates with students to generalize these skills across environments.
• Implements effective researched-supported instructional strategies for basic sequences of skills in the academic, social, and vocational curricular areas; including techniques for modifying instructional methods, curricular materials, and the environment to meet learners’ needs that are appropriate to those learners’ ages and skill levels.
• Uses instructional time effectively and efficiently; while facilitating the integration of related services into the instructional program.
• Chooses and implements instructional techniques and strategies that promote successful transitions for individuals with disabilities. Creates varied opportunities for all students to use effective written, verbal, nonverbal, and visual communication appropriate to each student.
• Implements accommodations and modification as identified for individual students on national, state, local and classroom assessments.
• Understands and effectively utilizes computerized web-based systems for documentation procedures/communication, goal development and modification, progress monitoring, performance assessment, accommodations/modifications, program supports and overall IEP information.
• Utilizes strong organizational skills and flexibility to establish and maintain appropriate schedules for direct service, consultation, identification of students with hearing loss, assessment, and FM monitoring.
• Maintains and inventories curriculum and assistive/adaptive technology.
• Assists Special Education staff with PEIMS data related to 0-2 year olds
• Engages in professional development to stay current on researched-based instructional strategies and services, and seeks additional resources and assistance as needed to meet the individualized needs of students.
• Participates in student, staff and professional meetings including behavior management plans, functional analysis of behavior, eligibility, placement, IEP and annual reviews.
• Understands rights to privacy, demonstrates confidentiality, and respect for differences among all persons interacting with individuals with disabilities.
• Observes and follows all District policies and procedures; maintains high levels of professionalism and commitment through punctuality and attendance.
• Demonstrates working knowledge of current legislation, regulations, policies, and ethical issues related to the provision of educational services, including least restrictive environment, due process, assessment, discipline, transition, supplemental services and supports, specialized health care and assistive technology, to individuals with all types of disabilities across the age range.
• Demonstrate behavior that is professional, ethical, and responsible.
• Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
• Other duties as assigned.
Specialized technology for student with auditory impairments; office equipment, GSuite, Web-based software system
Mental Demands/Physical Demands/Environmental Factors:
Maintain emotional control under stress. Regular district wide travel to multiple work locations as assigned; moderate lifting. Exposure to biological hazards.