Itinerant Teacher of the Deaf

The Children's Center for Communication

WHERE COMMUNICATION COMES FIRST - Since 1876 -

The following statements describe the general nature and level of work being performed. They are not intended to be an exhaustive list of all responsibilities, duties, and skills required for the position.

Itinerant Teacher of the Deaf

The following statements are intended to describe the general nature and level of work being performed. They are not intended to be construed as an exhaustive list of all responsibilities, duties and skills required of personnel so classified.

REPORTS TO:

Primary – Director of Outreach Secondary – Executive Director

SUMMARY:

A Teacher of the Deaf (TOD) is a highly trained professional who provides specially designed instruction and services to deaf/hard-of-hearing (DHH) children, including those with communication, physical, behavioral, and/or developmental challenges. A TOD ensures that each child’s education aligns with current research-informed best practices, the child’s educational plan/program, and the Massachusetts Curriculum Frameworks.

An Itinerant TOD supports DHH children in various settings, including public schools, private schools, and home- and community-based learning during early intervention. By partnering with school districts and teaching teams, the Outreach TOD ensures that the learning environment, instructional practices, and social opportunities are adapted or modified to maximize each DHH child’s growth and development.

Specific responsibilities for the Itinerant TOD position are outlined below.

WHAT YOU’LL DO HERE:

General

Foster positive and purposeful relationships with students, families, colleagues, school-based professionals, and community partners through open and frequent communication.
Effectively represent CCCBSD and its institutional vision/mission in all interactions with school-based professionals and community partners.
Collaborate with other members of the Outreach team and professionals from public and private school districts.
Stay up-to-date on research-informed best practices in the education of DHH children by attending/presenting at conferences, reading scholarship, and participating in professional learning opportunities.
Participate in professional learning, organizational activities, and student/community events at CCCBSD whenever possible.
Engage in regular collaborative meetings with the Director of Outreach.
Maintain a professional digital calendar of home and school visits, service provision, and communication.
Maintain and/or make progress toward educational/professional license(s) as required by the Department of Elementary and Secondary Education and/or Department of Public Health.
Participate in ongoing professional development both inside and outside of the school setting and meet the requirements for professional licensure.
Engage in committees, task forces, or work groups that contribute to the institution’s mission and goals.
Perform miscellaneous job-related duties as assigned.

Public/Private School/District Support

Understand and effectively communicate key information related to DHH students, including eligibility for special education services, impact of hearing loss across environments, and the need for specially designed instruction, related services, and communication access.
Identify and share resources with educational teams and families to support each student’s access and learning needs.
Participate in the individualized education plan (IEP) or 504 process for DHH children.
Plan, implement, and document specially designed instruction and consultation as outlined by a child’s IEP or 504 plan.
Write timely and comprehensive progress, observation, and consultative reports.
Collaborate with school-based educators and related service providers regarding assessment and instructional practices for DHH children.
Monitor academic, communication, language, and social skill development using various strategies and assessments.
Explain students’ hearing levels and hearing assistive technology (e.g., hearing aids, cochlear implants, remote microphone systems, sound field systems) to families and professionals.
Guide the development and implementation of peer awareness activities in students’ classrooms when appropriate.
Provide consultation, in-service training, and support for teachers, caregivers, and professionals upon request.
Complete evaluations of DHH children upon referral/request.

Early Intervention Support

Understand and apply the principles of family-centered early intervention (FCEI) for DHH children.
Visit homes and facilitate discussions with families about hearing levels, communication and language development, communication options, and child development in an unbiased manner as outlined in the child’s Individualized Family Service Plan (IFSP).
Support DHH children (birth through age 3 years) and their families in playgroup settings as outlined in the child’s IFSP.
Collaborate with Parent-Infant Program (PIP) staff regarding caseload, playgroups, early childhood resources, and family events.
Monitor communication and language development through a variety of strategies and assessments.
Conduct assessments and evaluations as DHH children transition from early intervention to school-based services at age 3, making recommendations for communication access, placement, accommodations, modifications, and service delivery.

WHAT YOU’LL BRING TO THE TABLE:

Bachelor’s degree (Master’s preferred) in education, deaf and/or special education, communication disorders, or early childhood education.
A minimum of three years of experience in deaf education and/or special education (preferred).
Massachusetts Department of Elementary and Secondary Education (DESE) educator license in the area of Teacher of the Deaf and Hard of Hearing (or ability to obtain within two years).
Extensive knowledge of principles of deaf education and family-centered early intervention.
Open and balanced approach to various communication modes used by individuals who are deaf or hard of hearing.
Knowledge of Deaf culture and ability to provide related resources to students and families in all settings.
Fluency in American Sign Language (ASL) is required.
Strong command of written English.
Excellent interpersonal and communication skills, with the ability to interact effectively with a wide range of people in a helpful, positive, and constructive way.
Ability to work independently, establish priorities, and complete tasks in a timely manner.
Ability to work collaboratively as part of a diverse professional community.
Strong organizational skills, including management of student data.
Valid driver’s license and willingness to drive throughout the region for caseload, meetings, and training.
Willingness to adjust working hours to meet the needs of students, families, programs, and school districts, in coordination with the employee’s supervisor.
Appreciation for diversity in culture, race, gender, and other individual differences, fostering a work environment that reflects the community at large.

OTHER IMPORTANT THINGS TO KNOW:

The successful candidate must present appropriate certifications as required by DESE.
Work involves moderate exposure to safety elements, including physical activity, student behavior, student hygiene, limited food preparation, and G-Tube feedings.
The position may require physically assisting students weighing up to and exceeding 40 pounds.
The work environment may involve operating school vehicles to transport students to and from community settings.

CCCBSD does not discriminate based on race, color, gender, religion, national origin, age, sexual orientation, political beliefs, disability, pregnancy, or marital/family status.

The Children’s Center for Communication/Beverly School for the Deaf provides all DESE-required training to ensure employee and student safety.

Apply directly on SchoolSpring. Contact Sarahbrandt@cccbsd.org with questions.

- WHERE COMMUNICATION COMES FIRST - Since 1876 - Learn more at www.cccbsd.org