Job Summary:

Under the direction of the Director of Special Education and Building Principals, the Deaf and Hard of Hearing Itinerant Teacher identifies the language and communication needs of the student with a hearing loss and assist with remediation of needs. The itinerant will provide educational service, assist in proper placement of students, and determine the educational impact of hearing loss on the student. The itinerant will give academic support or remediation necessary to keep students with hearing loss functioning in regular classes at a maximum potential. The itinerant will cooperate and maintain liaison between all necessary school personnel, allied medical personnel and the Audiologist.

General Qualifications:

• Minimum of Bachelor’s Degree in Education, specializing in hearing impairment
• Ability to use and teach sign language
• Working knowledge of audiology as it applies to hearing impairments
• Willingness to serve other districts upon request and schedule availability
• Standard Special Education Certificate for ages 3-21, with endorsement in Deaf and Hard of Hearing

Staff member will effectively perform the following duties:

• Develop and maintain rapportand interpersonal relationship with students,teachers,parents,administrators,other school personnel and agencypersonnel
• Maintain professional appearance and poise
• Demonstrate ability to work effectively as part of a team.
• Be accessible to teachers, administrators, and parents
• Demonstrate ability to respect differing opinions, accept constructive criticism, and handle conflict.
• Demonstrate strong oral and written communication skills.
• Utilize technology as required.
• Demonstrate organizational skills.
• Maintain regular attendance and arrive promptly according to schedule.
• Comply with timelines for evaluations, reports, and other assigned tasks.
• Identify needs for professional growth and engage in professional growth activities.
• Maintain confidentiality of student information.
• Report questions/concerns to immediate supervisor.
• Comply with all applicable local, state, and federal health, safety, education, and related rules and regulations.
• Administer formal and informal tests to assess language,speech-reading,auditory training,vocabulary and other academicareas
• Assist in the development of an individualized education program(IEP)and implement      long range goals and short term objectives for students with deafness and hearing impairments.
• Implement the use of recommended curriculums and adapt instructional material as necessary
• Provide instruction to the Hearing Impaired students on their class list either on a consultative or direct  service basis.
• Develop daily lesson plans for above and provide individual student assistance with the students as deemed necessary and appropriate
• Develop activities which maximize student literacy skills
• Assist in management of assistive/augmentative communication devices
• Provide in-services for classroom teacher and other appropriate district staff as needed
• Observe the child in his/her educational environment
• Provide consultations to school personnel concerning student’s functional hearing
• Offer suggestions and helpful hints to classroom teachers and support staff to modify the classroom environment to meet the child’s needs
• Establish and maintain open, frequent communication with parents.
• Participate in parent conferences and staffing,as needed,and support and assist with parent education and understanding
• Attend scheduled ear team meetings
• Attend monthly staff meetings
• Maintain appropriate and accurate reports and records
• Review student’s files and update or change inappropriate information files and update or change in appropriate information and provide periodic  follow-up on previous cases       as deemed appropriate
• Arrange for annual reviews of all students being served,and assist in making recommendations for improvemen tservices
• Perform other pertinent duties as designated by the director
  
  

• Teaching Framework Responsibilities:

• Adapted from the Framework for Teaching. Charlotte Danielson.

  • The teacher plans and demonstrates practices that reflect knowledge of the content, prerequisite relationships

  between concepts, and the instructional practices specific to that discipline.

  • The teacher seeks knowledge of students' backgrounds, cultures, skills, language proficiency, interests, and

  special needs, and attains this knowledge for his/her students.

  • The teacher develops instructional outcomes that are of appropriate rigor and are suitable for his/her students, but

  consist of a combination of activities and goals, which permit viable methods of assessment. They reflect more

  than one type of learning and are aligned to the Common Core Standards.

  • The teacher is aware of the resources available through the school or district to enhance his/her own knowledge,

  to use in teaching, or for students who need them.

  • The teacher coordinates knowledge of content, of students, and of resources to design a series of learning

  experiences aligned to instructional outcomes, address the Common Core Standards and are suitable for his/her

  students. The lesson or unit has a clear structure and is likely to engage students in learning.

  • The teacher's plan for student assessment is aligned with the instructional outcomes, Common Core Standards,

  uses clear criteria, and is appropriate to the needs of students. The teacher intends to use assessment results to

  plan for future instruction for students.

  • The teacher’s interactions with his/her students are friendly and demonstrate general caring and respect.

  • The teacher will develop a classroom culture that is characterized by commitment to learning by teacher and

  student. Student engagement to the task at hand is consistent.

  • The teacher's management of instructional groups and/or the handling of materials and supplies are consistent.

  The teacher ensures that students follow established classroom routines.

  • The teacher will monitor student behavior and respond to student misbehavior. Teacher response to student

  misbehavior is consistent, appropriate and respectful to students.

  • The teacher ensures the classroom is safe, and learning is accessible to all students. The teacher ensures that the

  physical arrangement is appropriate to the learning activities. The teacher makes effective use of physical

  resources, including computer technology.

  • The teacher clearly communicates the instructional purpose of the lesson and directions and procedures are

  explained clearly. The teacher's explanation of content is clear and accurate and connects with students'

  knowledge and experience. Teacher's spoken and written language is clear and correct. Vocabulary is appropriate

  to the students' ages and interests.

  • The teacher's questions/prompts are of high quality, related to the lesson objectives and invite a thoughtful

  response. The teacher engages all students in the discussion and encourages them to respond to one another.

  • The teacher creates lessons that are aligned with the instructional outcomes, Common Core Standards, are

  suitable to the students' development, and facilitate students in constructing knowledge. The lessons have a

  clearly defined structure, and the pacing of the lessons is appropriate, providing students the time needed to

  intellectually engage with their learning.

• • The teacher uses assessments to support instruction, through frequent monitoring of progress by teacher and/or

  students. Teacher feedback to students is regular and accurate. The teacher ensures students are aware of the

  assessment criteria used to evaluate their work. Questions/prompts/ assessments are used to diagnose evidence of

  learning.

  • The teacher modifies the lesson when needed and responds to student questions and interests. The teacher seeks

  approaches for students who have difficulty learning.

  • The teacher’s reflection on a lesson provides an accurate and objective description. The teacher can make

  suggestions as to how the lesson might be improved.

  • The teacher communicates frequently with families and successfully engages them in the instructional program.

  Information to families about individual students is conveyed in a culturally appropriate manner.

  • The teacher participates in the professional community and in school and district events and projects. The

  teacher maintains positive and productive relationships with colleagues, administrators and parents.

  • The teacher participates in professional development based on an individual assessment of need and actively

  shares information with others. The teacher accepts and acts upon feedback from supervisors and colleagues.

  • The teacher displays a high level of ethics and professionalism in dealings with students, colleagues,

  administrators and parents and complies with school and district regulations.

  • The teacher supervises students or assists with supervision in both teaching and not teaching situations.

  • Other duties as assigned.

  Mental Demands:

  • Ability to effectively communicate (verbal and written) with parents, colleagues, administration and all other

  members of the educational community

  • Ability to instruct students effectively and capably.

  • Ability to maintain emotional control under stress.

  • Ability to use web-based programs, e-mail, and technology (laptop, Smartboard, etc.) effectively.

  Working Conditions:

  • Indoor classrooms/School, exposure to: student noise, lawn mowing, music, odors of food, mowed grass and

  possible communicable diseases.

  • Outdoor schoolyard and grounds, field trips ; exposure to; temperatures (hot warm, cool, cold), and exposure to

  mowed grass.

  • Regular work attendance.