Teacher of the Deaf and Hard of Hearing

QUALIFICATION

• EDUCATION: Minimum of a Bachelor’s Degree in Education.  Master’s Degree preferred in Education, Special Education and/or Deaf Education.
• LICENSURE: Iowa Board of Education Examiners Deaf Education License preferred.  Ability to obtain a conditional license and pursue a Teacher of the Deaf and Hard of Hearing endorsement.
• EXPERIENCE: Previous experience working with children, families, and school districts is desired.

ESSENTIAL JOB FUNCTIONS:

• Participate as a member of the multidisciplinary professional team for the purpose of meeting the hearing needs of children and students ages birth-21 using a multi-tiered system of supports.
• Participates in the Individualized Education Plan (IEP) and 504 Plan Documentation of develop educational recommendations, including communication/education accommodations and assistance with transition planning using data-based decision making at the systems levels and for individual students.
• Participates in the Individualized Family Services Plan (IFSP) to develop family goals and priorities to support communication and social interaction with infants and toddlers’ birth to 3 years of age using data-based decision making at the systems levels and for individual students.
• Develops positive relationships with students, parents, school personnel, professional colleagues and the community
• Provides direct services for students who are Deaf or Hard of Hearing through individual, small group and/or classroom instruction with the use of the appropriate mode(s) of communication.
• Serves as a resource person providing information in regards to hearing loss and educational implications for students, LEA staff and families.
• Communicates and coordinates with educational audiologist to provide appropriate services for students identified with hearing loss.
• Communicates and provides ongoing support to teachers and other school staff regarding the needs of the students who are deaf or hard of hearing.
• Provides direction and guidance to educational interpreters and other paraprofessionals.
• Provides consultative services with teachers and other school personnel for specific needs of the student who is deaf or hard of hearing.

COMMON TO ALL EMPLOYEES:   

• Contributes to a positive and productive work, learning and team environment
• Believes in, advocates for, understands, supports and delivers the priority work of the AEAs, Iowa Public and Accredited Schools, the Iowa Department of Education and Prairie Lakes AEA
• Focuses upon agency and team efforts to deliver equitable, efficient and effective educational services that prepare Iowa children for a life well-lived
• Anticipates and responds to needs, requirements and expectations of clients resulting in acceleration, inspiration and innovation
• Demonstrates effective verbal, non-verbal, written, listening and visual communication
• Possesses effective interpersonal, collaboration, facilitation skills and is committed to relationships and partnerships, within and outside of the agency
• Exhibits self-motivation, reliability, organization, detail and quality and engages in continuous improvement of professional practice to build skills needed to perform job duties and meet agency goals and expectations
• Manages time effectively so that timelines are met and improved results are evident in learning, professional capacity and system effectiveness
• Problem solves by utilizing data-based decisions, preventing and resolving conflicts and providing comprehensive, high quality solutions
• Works with integrity and maintains confidentiality
• Models and integrates technology into daily work
• Leads professional development for at least one course, internally, externally or both,
• Understands other duties and responsibilities may be assigned, according to current needs of the agency or districts served

PHYSICAL REQUIREMENTS: 

• Ability to travel between schools and sites served.
• Normal, routine levels of activity related to bending, carrying, climbing, hearing, lifting, reaching, sitting, standing, vision and walking, and may also involve above-average levels of activity at times that can’t always be anticipated.