GCS - Deaf/Hard of Hearing School Age Mentor (SAM)

Goshen Community Schools•Goshen, IN

7d•$31 - $32

About The Position

The following vacancy exists in Goshen Community Schools for the 2025-2026 school year: Goshen Community Schools Deaf/Hard of Hearing School Age Mentor (SAM) POSITION PURPOSE: The School Age Mentor (SAM) – Deaf/Hard of Hearing provides specialized support, consultation, and direct services to students who are Deaf or Hard of Hearing (DHH), their families, and school personnel. This position ensures that services are delivered in accordance with Indiana Article 7 and reflect the high-quality educational and communication-access supports historically provided by the Indiana School for the Deaf (ISD) . The SAM works collaboratively with school teams to promote language access, communication development, academic engagement, and inclusive participation for DHH students across educational environments.

Requirements

Must be at least 18 years of age.
Possess a high school diploma or equivalent.
Proficiency demonstrated by Deaf Mentor Certificate, Deaf Hard of Hearing Teacher License, or significant documented ASL experience.
Ensure all services are compliant with Article 7 requirements.
Provide high-quality, student-centered support consistent with state standards and statewide best practices.
Maintain confidentiality, professionalism, and cultural competence when working with students and families.
Itinerant position serving multiple school buildings and environments.
Requires communication across modalities (ASL, spoken English, written English).
Involves working with students from preschool through high school.
May require lifting, positioning, or supporting equipment related to assistive technology.

Nice To Haves

ASL proficiency demonstrated by Deaf Mentor Certification, Deaf Hard of Hearing Teaching License, or significant ASL experience.
Proficiency in American Sign Language (ASL) or willingness to attain and maintain competency.
Knowledge of auditory development, hearing technology, and communication access supports.
Understanding of Article 7 requirements and best practices for serving DHH students.
Ability to travel between schools and provide itinerant services.
Strong interpersonal, communication, organization, and collaboration skills.

Responsibilities

Student Support Collaborate with Teacher of Record for student(s) with DHH eligibility (review IEP, provide input for special factor of consideration when developing services and IEP.)
Provide direct and/or consultative services based on the IEP to support academic, communication, and social-emotional development.
Support language acquisition and communication access using the communication mode(s) identified in the IEP (e.g., ASL, spoken English, total communication, tactile supports).
Assist in monitoring auditory access, amplification, and assistive technology (e.g., hearing aids, cochlear implants, FM/DM systems, SoundField systems), collaborating with audiologists as needed.
Facilitate self-advocacy, self-determination, and communication repair strategies appropriate for the student’s age and language needs.
Provide reinforcement of skills in listening, spoken language, visual language, or multimodal communication, depending on the student's identified communication approach.
Support transition planning, including access needs, postsecondary readiness, and development of independent communication and self-management skills.
School & Staff Collaboration In collaboration with DHH Teacher of Record: Consult with general education teachers, special education staff, interpreters, audiologists, and related service providers to support accessible instruction and effective communication environments.
Offer guidance on instructional strategies, environmental modifications, visual supports, and classroom acoustics that promote full access.
Provide training, modeling, or coaching to staff regarding communication modes, DHH-specific needs, assistive technology use, and strategies for language-rich environments.
Collaborate with case conference committees to develop compliant and appropriate IEPs aligned with Article 7 and best practices in DHH education.
Family Collaboration Communicate regularly with families to support understanding of their child’s communication development, educational progress, and assistive technology needs.
Provide families with resources regarding Deaf culture, language development, communication options, community supports, and state-level services.
Support families in navigating Article 7 procedures, rights, service options, and program placements in collaboration with educational team members ( general education teacher, DHH Teacher of Record, SLP and any other team members)
Assessment & Documentation Assist in conducting functional listening assessments, communication observations, and other data collection to inform educational decisions.
Contribute to multidisciplinary evaluations and provide input consistent with the student's language and communication needs.
Complete service notes, reports, and documentation in compliance with Article 7, district policies, and timelines.
Participate in person or through written report in IEP meetings, re-evaluations, and progress monitoring.
Program & System-Level Support Serve as a liaison to community and statewide resources, including the Indiana School for the Deaf, outreach providers, audiology centers, and family support organizations.
Support professional development efforts related to Deaf/Hard of Hearing education across the district.
Promote awareness and understanding of Deaf culture, communication equity, language access, and the unique educational needs of DHH students.