Classification: Admin/Prof
Exemption Status/Test: Exempt/Professional
Job Grade: 5
Department: Special Education
Reports To: Assistant Director
Job Goal:
Provide professional development and services, develop program-specific resources, and participate in special project activities to support the implementation of the Region 4 Regional Day School Program for the Deaf (RDSPD) in its member districts and charters, fulfilling the ESC's core purpose and strategic goals.
Qualifications:
Education
Bachelor's degree
Certification/Licensure
- Texas Educator Certificate in Deaf and Hard of Hearing Education: EC-12
- Texas Educator Certificate, Elementary or Secondary Generalist or Secondary Content Area
Experience
- Three years of district and/or campus level leadership experience related to programming for students who are deaf/hard of hearing
- Five years of experience working with students who are deaf/hard of hearing and/or DeafBlind
- Experience leading and participating on collaborative teams
- Experience developing resources (i.e., guidelines, online training, tools) to support assessment professionals and/or teachers
- Experience coaching school staff to support best practices in deaf education in the classroom
- Experience developing and presenting professional development for adult learners in a variety of formats (face-to-face, online, blended learning, coaching and mentoring models, etc.)
Special Knowledge and Skills
- Broad-based knowledge in rules and regulations related to special education
- Exemplary written and oral communication skills
Preferred Qualifications:
- Mid-management, Supervisory Certificate or equivalent
- ESL Certification
- Master's degree
Major Responsibilities:
- Provide professional development, coaching, and mentoring for Region 4 RDSPD instructional and related services staff on topics including but not limited to:
- Communication modes including listening and spoken language, manual communication, and augmentative and alternative communication
- Auditory training for students with auditory access
- Effective instructional strategies to promote literacy and language development
- Effective evaluation and instructional practices for students who are deaf with significant additional needs, including DeafBlindness
- Best practices for supporting families and children, ages birth to three years old
- Effective inclusive practices such as, but not limited to, Universal Design for Learning (UDL), Multi-Tiered Systems of Supports (MTSS), service delivery models, small group instruction, specially-designed instruction, progress- monitoring, early childhood special education, and effective master scheduling practices as it relates to students who are deaf, hard of hearing, or DeafBlind
- Implementing the state assessment process for students who are deaf, hard of hearing, and DeafBlind.
- Provide technical assistance and customized services for Region 4 RDSPD member and non-member districts and charter schools.
- Develop Region 4 RDSPD program-specific resources to support instruction and programming.
- Provide leadership in planning, developing, implementing, and evaluating professional development and services in the area(s) of responsibility.
- Assist with planning and implementation of ongoing needs assessment and services for Region 4 RDSPD member and non-member districts and charter schools.
- Participate in developing communication networks between Region 4 RDSPD member and non-member districts and charter schools.
- Assist in the management of the Region 4 RDSPD inventory.
- Engage in professional development to maintain knowledge and skills in area(s) of responsibility.
- Provide technical assistance and services as specified by any applicable federal grant that funds this position.
- Participate in state level functions related to area(s) of responsibility.
- Provide technical assistance and services as specified by any applicable federal grant that funds this position.
Supervision/Personnel Management
None
Physical Demands/Environmental Factors/ Mental Demands:
Frequent travel to Region 4 RDSPD member and non-member districts and charter schools; use of standard office equipment; prolonged sitting; occasional bending/stooping, pushing/pulling, and twisting; repetitive hand motions (keyboarding and use of mouse); occasional light lifting and carrying (less than 20 pounds); may work prolonged and irregular hours; occasional statewide travel; work with frequent interruptions; maintain emotional control under pressure.