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.
- Massachusetts State Teacher Certification (or certification from a reciprocal state) • Master’s Degree in Deaf Education preferred
- 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