Sign on Bonus $1,500
Housing resources can be shared
ASL proficiency required
Marie Philip School (MPS) our Pre-K -12+ day school, enrolls nearly 200 deaf and hard of hearing students on our Framingham campus. We are proud of our history as the first school in the United States to have adopted the ASL/English bilingual, bicultural model in a K-12 educational setting. MPS offers a full range of academics, including Honors and Advanced Placement courses, along with vocational training courses as well as intensive classes for students who have learning disabilities or developmental disabilities.
Classroom Teachers of the Deaf create, with the students, a community of learners where students feel respected and honored. Teachers set instructional objectives, design and prepare instruction and plan and implement various supportive activities that meet age appropriate emotional, physical and instructional needs of students. Teachers communicate learning goals and high standards and expectations to students. Teachers build positive relationships with parents and colleagues, in order to enhance each student’s ability to learn effectively.
Supervisor: Department Supervising Teacher or Department Principal
Functions and Responsibilities:
Establishes an organized physical space and a creative classroom environment that is positive for student learning and involvement.
Complies with school, state, and federal policies and procedures and supports the mission of the school.
Communicates clearly with students in their first language.
Maintains a current working knowledge of the TLC curriculum, the MA Curriculum Frameworks, and MCAS procedures.
Develops and uses authentic assessment of student learning.
Uses assessment to drive classroom instruction (formative and summative assessments).
Plans instruction effectively, engages learners and uses appropriate instructional techniques.
Monitors student understanding of the curriculum and adjusts instruction, materials, or assessments, where appropriate.
Maintains appropriate classroom standards of behavior, mutual respect, and safety.
Makes learning goals clear to the students and maintains high standards and expectations.
Promotes confidence and perseverance in the students, while stimulating increased personal responsibility for achieving individual goals.
Demonstrates appreciation for and sensitivity to the diversity among individual students.
Cooperates in a constructive relationship with parents and is receptive to their contributions.
Maintains professional boundaries.
Works collaboratively with other school staff on planning and implementing interdisciplinary curriculum and works constructively to suggest improvements and possible approaches.
Uses available resources to analyze, expand, reflect upon, and refine professional knowledge and skills.
Plans and completes necessary testing or data collection, documentation, and interpretation of data.
Maintains student and staff confidentiality.
Maintains a professional appearance in accordance with TLC’s policy.
Contributes to self-growth and continuous improvement of the department through active
participation in professional development activities and meetings.
Writes annual IEP student goals and works steadily to help students attain these goals.
Monitors and reports IEP progress quarterly; Attends IEP meetings.
Maintains accurate records.
Demonstrates flexibility and responsiveness to the needs of the students, the department, and the school.
Oversees the implementation of behavior plans designed for individual students, as needed.
May be delegated medication administration or certain medical procedure responsibilities if needed by a student under the teacher’s care.
**May be required to drive students on field trips and/or to mainstreaming classes. Additional driving responsibilities as needed.
**Some lifting may be required when working with young students or students with special needs, however, TLC embraces and celebrates a spirit of inclusion and diversity, and reasonable accommodations and modifications will be made whenever possible. The diversity of our student population may require that some assignments have a heavier physical responsibility due to safety. If the opening for which you are applying will require more strenuous physical activity, the unique needs will be discussed at the time of interview.
*Perform other tasks as assigned by the Department Supervisor.
*Please note this job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee for this job. Duties, responsibilities, and activities may change at any time with or without notice.
**TLC is proud to be an equal opportunity employer and all employees and applicants for employment are afforded equal opportunity in every area of hiring and employment without regard to race, color, religious creed, national origin, ancestry, sex, gender identity, age, criminal record (inquiries only), handicap (disability), mental illness, retaliation, sexual harassment, sexual orientation, genetics, active military, and any other legally protected characteristic.
**TLC embraces and celebrates a spirit of inclusion and diversity, and reasonable accommodations and modifications will be made whenever possible.
• Massachusetts State Teacher Certification (or certification from a reciprocal state)
• Master’s Degree in Deaf Education
• A minimum of conversational fluency in American Sign Language required, with native, or near-native ASL fluency preferred
• Written language competency
• Prior experience working with children preferred
• Ability to accept and constructively use feedback and suggestions regarding job responsibilities and performance
• Verbal and written communication skills are at sufficient level to ensure effective communication
• Interpersonal skills developed to a level which will allow smooth cooperation at all levels within the agency
• Ability to work effectively as part of an educational team