Outreach TOD

The Children's Center for Communication

WHERE COMMUNICATION COMES FIRST - Since 1876 -

Learn more at www.cccbsd.org

 

 

Located in Beverly, Massachusetts, The Children's Center for Communication (CCCBSD) is a school for children ages 3 to 22 with unique developmental, physical, and communication needs.

 

 

Outreach 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 who present with a range of communication, physical, behavioral, and/or developmental challenges. A TOD plays a key role in ensuring each child’s education is driven by current research-informed best practices in the education of DHH children, the child’s educational plan/program, and the Massachusetts Curriculum Frameworks. 

An Outreach TOD supports DHH children who receive their education in a variety of 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 and/or modified to maximize each DHH child’s growth and development. 

Specific responsibilities for the Outreach TOD position are outlined below. 

WHAT YOU’LL DO HERE: 

General 

1. Foster positive and purposeful relationships with students, families, colleagues, school-based professionals, and community partners through open and frequent communication 
2. Effectively represent CCCBSD and its institutional vision/mission during all interactions with school-based professionals and community partners 
3. Collaborate with other members of the Outreach team and professionals from public and private school districts 
4. Remain up-to-date regarding research-informed best practices in the education of DHH children by attending/presenting at conferences, reading scholarship, and participating in professional learning opportunities
5. To the extent possible, engage in professional learning, organizational activities, and student/community events at CCCBSD 
6. Engage in regular collaborative meetings with the Director of Outreach 7. Maintain professional digital calendar of home and school visits, service provision, and communication 
7. 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 
8. Participate in ongoing professional development both inside and outside of school setting and will meet the requirements for professional licensure and professional development. 10. Participate in the accomplishment of institutional goals/objectives and overall mission by engagement in committees, task forces, or work groups. 
9. Perform miscellaneous job-related duties as assigned by faculty/staff. 

Public/Private School/District Support 

1. Understand and effectively communicate (1) how a DHH child’s profile impacts eligibility for special education services, (2) the impact of a student’s hearing loss across environments, (3) a student’s need for specially designed instruction, related services, and communication access needs, (4) how a student’s etiology, onset, type, and degree of hearing loss may impact their educational placement in the LRE, and (5) consideration of a student’s full range of needs 
2. Identify and share resources with educational teams and families to support each student’s access and learning needs 
3. Participate in the individualized education plan (IEP) or 504 process for DHH children 4. Plan, implement, and document specially designed instruction and consultation as outlined by a child’s IEP or 504 
4. Write timely and comprehensive progress, observation, and consultative reports 6. Collaborate with school-based educators and related service providers regarding assessment and instructional practices for DHH children 
5. Monitor academic, communication, language, and social skill development through a variety of strategies and assessments 
6. Explain the student’s hearing levels and hearing assistive technology (hearing aids, cochlear implants, remote microphone systems, sound field systems, etc.) to families and professionals 
7. As appropriate, guide the development and implementation of peer awareness activities in students’ classrooms 
8. Provide consultation, in-service training, and support for teachers, caregivers, and professionals upon request 
9. Complete evaluations of DHH children upon referral/request 

Early Intervention Support

1. Understand and apply the principles of family-centered early intervention (FCEI) for DHH children 
2. Visit homes and facilitate discussions with families related to hearing levels, communication and language development, communication options/opportunities and overall child development for families of children who are deaf or hard of hearing, birth to age three, and provide such discussion opportunities in an unbiased manner as outlined on a child’s IFSP. 
3. Support DHH children (birth through age 3 years) and their families in playgroup settings as outlined on a child’s Individualized Family Service Plan (IFSP) 4. Collaborate with the Parent-Infant Program (PIP) staff regarding caseload, playgroups, resources for early childhood, and family events 
4. Monitor communication and language development through a variety of strategies and assessments 
5. Conduct assessments and evaluations with DHH children as they approach the transition from early intervention to school-based services at age 3, to include recommendations regarding communication access, ideal characteristics of placement, necessary accommodations and modifications, and service delivery 

WHAT YOU’LL BRING TO THE TABLE: 

1. Bachelor’s Degree (Masters preferred) in education, deaf and/or special education, communication disorders, or early-childhood preferred 
2. A minimum of 3 years of experience in deaf education and/or special education (preferred) 
3. Massachusetts Department of Elementary and Secondary Education (DESE) educator license in the area of Teacher of the Deaf and Hard of Hearing (or license eligible within 6 months) 
4. Extensive knowledge of principles of deaf education and family-centered early intervention 
5. Open and balanced approach to various communication modes used by individuals who are deaf or hard of hearing 
6. Knowledge of Deaf culture and ability to provide Deaf culture-related resources to students and families in all settings 
7. Fluency in American Sign Language or willingness to learn 
8. Strong command of written English 
9. Excellent interpersonal and communication skills, including the ability to interact effectively with a wide range of people in a helpful, positive, and constructive way
10. Ability to work independently, establish priorities, and complete work in a timely manner
11. Ability to work collaboratively as a member of a diverse community of professionals
12. Strong organizational skills, including management of student data
13. Valid driver’s license and willingness to drive throughout the region for caseload, meetings, training, etc. 
14. Willingness to adjust working hours to meet the needs of students, families, programs, and school districts. These hours will be discussed with the employee’s supervisor to ensure a balanced schedule. 
15. Appreciation of the value that diversity in culture, race, gender, and other individual differences–such as perspectives and experiences–brings to the workforce; and willingness to foster a work environment reflective of the community at large 

OTHER IMPORTANT THINGS TO KNOW: 

• Successful candidate will present appropriate certifications as required by DESE. 
• Work involves moderate exposure to a variety of safety elements, including moderate physical activity, student behavior, student hygiene, limited food preparation, and G-Tube feedings 
• The environment may require physically assisting students with a weight, up to and in excess of 40 pounds 
• Work environment may involve operation of school vehicles in the transportation of students to and from community settings. 
• Starting salary for a first year masters-level licensed teacher is $72,120/yr. 

 

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

 

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