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Teacher of the Deaf or Hard of Hearing

General Scope of Responsibility:

Teachers of the Deaf or Hard of Hearing are expected to provide educational leadership in helping students to actualize their academic, emotional and social growth to its fullest potential. They must demonstrate a sound theoretical knowledge of curriculum techniques and intervention strategies appropriate to students with a hearing loss who may have additional problems. Teachers of the Deaf or Hard of Hearing must be able to relate well to students, parents and appropriate representatives of participating school systems and to the entire staff of the school. Teachers of the Deaf or Hard of Hearing are directly responsible to the School Coordinator and then the Executive Director.

Essential Functions and Duties:

  • Provide direct instructional services to the students in the location and time designated in language, speech, audition and academic areas of the curriculum.
  • Serve as consultants to the other staff members, including regular school staff, pertaining to the special needs of the students in their classroom, sharing specialized expertise that they may possess.
  • Provide educational diagnostic services for their students when appropriate and under the supervision of the School Coordinator of the school.
  • Participate in behavioral observation and intervention programs.
  • Participate in meetings, when relevant to their particular students, to plan instructional and behavioral goals and objectives, and develop methods of instruction.
  • Prepare regular and/or special reports on progress and behavior for parents in accordance with established policy of program.
  • Provide appropriate supportive services to parents.
  • Develop and maintain a classroom environment conducive to effective learning within limits of the resources provided by the program.
  • Prepare for classes assigned and show written evidence of preparation upon request of the School Coordinator of the school.
  • Encourage students to develop independence and responsibility.
  • Perform pupil supervision duties as required by the school.
  • Plan for the use of an assigned Teacher Aide.
  • Other duties as assigned.

Other:

  • Adhere to professional, ethical, and legal standards for the practice of the discipline in schools, as dictated by associated organizations (e.g., ISBE)
  • Actively participate in school activities.
  • Maintain current knowledge of mission, goals, and strategic plan.
  • Keep abreast of classroom/teaching technology (ie Smartboards etc)
  • Keep abreast of Child’s Voice activities and properly utilize the resources available.
  • Enhance building culture by demonstrating a positive attitude and give evidence of good moral character.

Required Knowledge, Skills and Abilities:

  • Genuine interest in serving the needs of students and the ability and willingness to operate within the philosophy of the program.
  • Ability to attend work on a regular and predictable schedule.

Minimum Education, Experience and Training:

  • BA or MA in Education of the Deaf and Hard of Hearing
  • Willingness to obtain and maintain LSLS Cert. AVEd.
  • Previous experience in deaf education is preferable

Work Environment and Physical Demands:

Work responsibilities call for some levels of physically demanding activities. These conditions require that the incumbent of this position be reasonably ambulatory and willing to participate in some physical labor (e.g., lifting more than 15 lbs.; assisting students or families during the course of the day).

Professional reviews:

Standard practice is to conduct reviews annually; reviews are conducted by the applicable Director or designee.

Speech-Language Pathologist

General Scope of Responsibility

Speech-Language Pathologists are expected to provide educational leadership to the staff in addition to helping students actualize their listening and spoken language skills to their fullest potential. They must also demonstrate a sound theoretical knowledge of curriculum techniques and intervention strategies appropriate to the student with hearing loss who may have other developmental needs. Speech-Language Pathologists must be able to relate well to students, parents, colleagues, and appropriate representatives from agencies and school districts. The Speech-Language Pathologists are directly responsible to the Director of Early Intervention, School Principal and the Executive Director.

Essential Functions and Duties

Specific Responsibilities:

  • Provide direct therapy to the students in the Early Intervention and School programs at the location and times designated in: language, speech, listening and academic areas of the curriculum.
  • Serve as a consultant to the other staff members, including regular school staff, pertaining to the special needs of the students in their classroom, sharing specialized expertise that they may possess.
  • Provide diagnostic testing, assess the needs of, and devise and implement speech, language, and auditory goals for children from birth to school age that have a mild to profound hearing loss.
  • Write annual evaluations and/or six-month progress reports.
  • Counsel families on hearing loss and how to maximize their child’s speech, listening, and language development in the home.
  • Prepare regular and/or special reports on progress for parents, school districts, or agencies in accordance with established policy of the program.
  • When appropriate, prepare families for initial IEP meetings to ensure successful transition into Child’s Voice’s school program.
  • Participate in student’s IEP /IFSP meetings.
  • Collaborate with physicians, teachers, audiologists, physical therapists, and occupational therapists to ensure optimal therapy for each student.
  • Prepare for students assigned and show written evidence of preparation upon request of the Executive Director or supervisors of the school.
  • Meet with School Principal and/or the Director of Early Intervention on a regular basis.
  • Supervise graduate and undergraduate students in speech-language pathology and deaf education.
  • Encourage student to develop independence and responsibility.
  • Participate in school fundraising events and become active in school community events.
  • Participate in presentations at local and national conferences
  • Perform student supervision duties as required by the school.

Other:

  • Participate in fundraising and school community events.
  • Assure the proper use, management, security, and upkeep of CV facilities, equipment, and documents.
  • Maintain current knowledge of mission, goals, and strategic plan.
  • Keep abreast of Child’s Voice activities and properly utilize the resources available.
  • Enhance building culture by demonstrating a positive attitude and give evidence of good moral character.
  • Other duties as assigned.

Required Knowledge, Skills and Abilities:

  • Genuine interest in serving the needs of students and the ability and willingness to operate within the philosophy of the program.
  • Must have reliable transportation to travel to families’ homes to provide home-based services.
  • Ability to attend work on a regular and predictable schedule.

Minimum Education, Experience and Training:

  • MA or MS in Speech-Language Pathology.
  • Must attain and maintain certification as a speech-language pathologist in the state of Illinois.
  • Must attain and maintain an early intervention credential.
  • Certification as a Listening and Spoken Language Specialist is preferred.
  • Previous experience in working with children with hearing loss is preferable
  • Must have reliable transportation to travel to families’ homes to provide home-based services.

Work Environment and Physical Demands:

Work responsibilities call for some levels of physically demanding activities. These conditions require that the incumbent of this position be reasonably ambulatory and willing to participate in some physical labor (e.g., lifting more than 15 lbs.; assisting students or families during the course of the day).

Professional Reviews

Standard practice is to conduct reviews annually; reviews are conducted by the applicable Director or designee.
THE ESSENTIAL FUNCTIONS OF THE JOB INCLUDE, BUT ARE NOT LIMITED TO, THE DUTIES LISTED IN THE JOB DESCRIPTION

THE ABOVE STATEMENTS REFLECTS THE GENERAL DUTIES CONSIDERED NECESSARY TO DESCRIBE THE PRINCIPAL FUNCTIONS OF THE JOB IDENTIFIED, AND SHALL NOT BE CONSTRUCTED AS A DETAILED DESCRIPTION OF ALL THE WORK REQUIREMENTS THAT MAY BE INHERENT IN THE JOB. IT IS NOT INTENDED TO LIMIT OR IN ANY WAY MODIFY THE RIGHT OF ANY SUPERVISOR TO ASSIGN, DIRECT AND CONTROL THE WORK OF AN EMPLOYEE UNDER HIS/HER SUPERVISION.

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