Cary, North Carolina30+ days ago
Extensive knowledge of early childhood curriculum and techniques for integrating curriculum, policies, and effective classroom instructional practices; Extensive knowledge of how to assess and teach language development to include grammar, vocabulary, phonemic awareness, and audition skills; Extensive understanding of the process of typical language development; Considerable knowledge of audiograms and the impact of hearing loss on auditory, language, and literacy development; Considerable knowledge of various amplification systems; Considerable knowledge of, and experience in, conducting formal and informal assessments used to evaluate the development of vocabulary, language, and audition skills for students who are Deaf or Hard of Hearing; Considerable knowledge of Microsoft Office, specifically, Microsoft Word, Excel, and PowerPoint; Google Apps; Excellent organizational skills; Ability to communicate clearly and concisely both in oral and written form using a variety of communication techniques and tools to ensure the appropriate flow of information, collaborative efforts, and feedback; Ability to interpret formal and informal assessments (in the areas of vocabulary development, language development, and auditory development) and use the data in developing IEPs, including goals and objectives, accommodations/modifications, and services; Ability to motivate and inspire students; Ability to maintain a clean and orderly environment; Ability to maintain order and discipline in a classroom and in other school environments; Ability to maintain files and records; Effective time management and organizational skills; Strategic problem-solving skills, including the use of multiple data points; Ability to provide instruction that reflects multiple perspectives and multicultural education; Ability to constantly monitor the safety and well-being of students, particularly when a student is participating in an inclusive activity; Ability to maintain files and records; Abilitytoestablish and maintain effective working relationships with school system staff, staff members of external funding agencies, and the community. Bachelor’s degree in early childhood from a regionally accredited college or university; Bachelor’s degree in education of the Deaf from an accredited college or university; Experience supporting teachers and Deaf and Hard of Hearing students (with Special Education eligibility in one or more areas) in the general education setting, resource setting, and/or separate setting; Experience working with young children and families.