Deaf Hard of Hearing Program Teacher of the Deaf Preschool

CAPS Collaborative•Ayer, MA

1d•Onsite

About The Position

CAPS Collaborative partners with districts to provide high-quality programs and services, focusing on exceptional educational opportunities for students. We aim to be the first choice for districts by being customer-focused, responsive, and integrating quality, integrity, respect, and teamwork. We are committed to accountability, cost-effectiveness, and ensuring students transition to the least restrictive environment in their home school district. This role involves planning and implementing high-quality instruction for a diverse group of deaf and hard of hearing learners, staying current with research in Deaf Education, language acquisition, and early childhood education. The position requires developing positive relationships with students, families, and colleagues, with a commitment to lifelong learning and teamwork.

Requirements

Possession or eligibility for a valid Massachusetts Department of Elementary and Secondary Education license (i.e., Teacher of the Deaf – ASL/TC, Early Childhood, Teacher of Students with Moderate Disabilities)
Fluency in American Sign Language.
Ability to plan and implement an integrated language-based early childhood program.
Knowledge and skills in the area of early childhood education, language development and literacy for deaf and hard of hearing students.
Excellent written, communication and organizational skills.
Ability to relate with students, staff, and parents.

Nice To Haves

Master's Degree in Deaf Education preferred.

Responsibilities

Provide high-level classroom instruction aligned with the Massachusetts Curriculum Frameworks and specially designed instruction as indicated by students' Individualized Education Programs (IEP).
Facilitate children's interaction with a curriculum that is child-centered, based on basic principles of language acquisition and early childhood development.
Develop and differentiate preschool curricula to meet the needs of the students; foster self-concept, social emotional, physical and intellectual, and linguistic development of each child.
Use American Sign Language (ASL), Listening and Spoken Language and augmentative communication (AAC) as determined by IEPs.
Plan effective instruction, engage learners and use appropriate instructional techniques for young deaf and hard of hearing learners; use progress monitoring to assess students and guide instruction.
Monitor daily use of Hearing Assistive Technology (HAT) in the classroom.
Develop short and long-term objectives in the form of Individualized Educational Plans (IEP) based on formal and informal assessment and as assigned by Program Administrator.
Participate in initial evaluations as requested by Program Administrator; participate in all aspects of the IEP process including data collection, Team Meetings, and IEP development.
Maintain appropriate record keeping systems necessary for progress monitoring, grading systems and attendance.
Develop positive rapport with staff, students, and families; communicate regularly with families regarding student performance.
Collaborate with service providers to meet the individual needs of students (i.e., Speech Language Pathologist, Teachers of the Deaf, Educational Audiologists, Counselor, BCBA, OT/PT).
Provide direction for Teacher Aides/Paraprofessionals to optimize student-learning outcomes; participate in the formal and informal evaluation of each instructional assistant as requested by the Program Director.
Demonstrate positive and responsive classroom management that fosters mutual respect, safety, and curiosity.
Develop and maintain a classroom environment with respect for diversity, equity, and inclusion and a commitment to culturally responsive pedagogy.
Implement the host school's student related policies and CAPS policies as outlined in the Program Handbook.
Develop cooperative and ethical working relationships with professional colleagues (CAPS, consultants, related service providers, and host school); demonstrate the ability to openly share ideas, problem-solve and engage in thoughtful conflict resolution.
Contribute to professional growth and collaboration by staying informed on current literature/resources in the field and actively participating in in-service, staff meetings and other professional development opportunities.
Participate in the ongoing analysis of all facets of the program in terms of effective program design and develop suggestions for improved design.
Plan and participate in school-sponsored events, including Back-to-School Night, Parent-Teacher Conferences and program-wide events targeting the development of language and social skills.
Maintain professional boundaries and ensure student/staff confidentiality as appropriate within the educational Team.
Perform other appropriate school related tasks as assigned by the Program Administrator.