Deaf Hard of Hearing Program Teacher of the Deaf Preschool

CAPS Collaborative•Ayer, MA

7d•$55,500 - $103,000

About The Position

The Teacher of the Deaf plans and implements high-quality instruction for a cognitively and linguistically diverse group of deaf and hard of hearing preschool learners. The role uses child-centered approaches grounded in language acquisition and early childhood development, and instruction is aligned with the Massachusetts Curriculum Frameworks and students’ Individualized Education Programs (IEPs). The teacher supports each child’s linguistic, social-emotional, physical, intellectual, and self-concept development, using ASL, Listening and Spoken Language, and augmentative and alternative communication as specified by IEPs. The teacher assesses and monitors student progress, develops IEP objectives, participates in evaluations and IEP meetings, maintains educational records, and communicates with families. The role involves close collaboration with families, colleagues, service providers, paraprofessionals, and the host school. The teacher also contributes to classroom and program development, professional learning, school events, and a safe, inclusive, culturally responsive learning environment.

Requirements

Possession of, or eligibility for, a valid Massachusetts Department of Elementary and Secondary Education license, such as Teacher of the Deaf – ASL/TC, Early Childhood, or 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 early childhood education, language development, and literacy for deaf and hard of hearing students.
Excellent written, communication, and organizational skills.
Ability to relate to students, staff, and parents.

Nice To Haves

Master’s degree in Deaf Education preferred.

Responsibilities

Provide classroom instruction aligned with the Massachusetts Curriculum Frameworks and specially designed instruction specified in students’ IEPs.
Facilitate children’s interaction with a child-centered curriculum informed by language acquisition and early childhood development.
Develop and differentiate preschool curricula to meet student needs and foster self-concept, social-emotional, physical, intellectual, and linguistic development.
Use ASL, Listening and Spoken Language, and augmentative communication as determined by IEPs.
Plan and deliver effective instruction using appropriate techniques for young deaf and hard of hearing learners; monitor progress to assess students and guide instruction.
Monitor daily use of Hearing Assistive Technology (HAT) in the classroom.
Develop short- and long-term IEP objectives based on formal and informal assessment, as assigned by the Program Administrator.
Participate in initial evaluations as requested and in all aspects of the IEP process, including data collection, Team Meetings, and IEP development.
Maintain records for progress monitoring, grading, and attendance.
Build positive relationships with staff, students, and families, and communicate regularly with families about student performance.
Collaborate with service providers, including speech-language pathologists, Teachers of the Deaf, educational audiologists, counselors, BCBAs, and OT/PT providers.
Direct Teacher Aides and Paraprofessionals to support student learning and participate in their formal and informal evaluations as requested by the Program Director.
Use responsive classroom management that fosters mutual respect, safety, and curiosity.
Maintain a diverse, equitable, inclusive, and culturally responsive classroom environment.
Implement host-school student-related policies and CAPS policies in the Program Handbook.
Develop cooperative and ethical working relationships with CAPS colleagues, consultants, related service providers, and host-school staff; share ideas, solve problems, and engage in thoughtful conflict resolution.
Stay informed about current literature and resources and participate in in-service training, staff meetings, and other professional development.
Participate in ongoing program analysis and suggest improvements to program design.
Plan and participate in school events, including Back-to-School Night, Parent-Teacher Conferences, and program-wide events supporting language and social skills.
Maintain professional boundaries and protect student and staff confidentiality as appropriate within the educational Team.
Perform other appropriate school-related tasks as assigned by the Program Administrator.