Teacher Deaf

Overview

Teacher of the Deaf:
We are seeking a qualified Teacher of the Deaf to provide a comprehensive educational program for students who are deaf and hard of hearing; to implement individual educational plans within the school's curricular framework; and to subscribe to and support the school's mission.

Welcome to ATX Learning

We at Willie Ross School for the Deaf believe in a world in which all people who are deaf and hard of hearing have every opportunity to experience full and productive lives. Our school provides deaf and hard of hearing students access to comprehensive, evidence-based education and support services in the classroom and in the greater community. We strive for excellence and innovation.

We work to maximize each individual's intellectual, social, and emotional growth.

• Assess and evaluate the educational needs of each child and plan an appropriate educational program.
• Instruct students in all academic areas as assigned.
• Participate in the writing of each child's educational plan and attend team reviews.
• Provide written quarterly progress reports and report cards as appropriate.
• Participate in workshops and other in-service training sessions as scheduled during specified school hours.
• Work effectively with Speech-Language Pathologist, Educational Audiologist, and all related service providers.
• Work with other teachers or Instructional Assistant in a team situation.
• Implement and use technology as appropriate to enhance curricula.
• Maintain records for each child.
• Maintain regular parent communication.
• Responsible for short and long-term planning of daily lessons and activities and for providing written plans and schedules for substitute teachers.
• Participate in ongoing professional development.

• Graduate degree (i.e. MA, MS, M.Ed).
• MA licensure as a Teacher of the Deaf, Special Education Teacher, Early Childhood, or Mild/Moderate Disabilities—or the ability to obtain licensure.
• Fluent sign language skills and comfortable utilizing a total communication approach.
• Experience working with students aged 3–22 using differentiated instruction and assessments.
• Competency with required special education processes and documentation (IEPs, progress reports, etc.).
• Experience working in a school setting.