About this role
Classification: Admin/Prof Exemption Status/Test: Exempt/Professional Job Grade: 5 Department: Special Education Reports To: Assistant Director Job Goal: Provide professional development and services, develop program-specific resources, and participate in special project activities to support the implementation of the Region 4 Regional Day School Program for the Deaf (RDSPD) in its member districts and charters, fulfilling the ESC's core purpose and strategic goals. Qualifications: Education Bachelor's degree Certification/Licensure
• Texas Educator Certificate in Deaf and Hard of Hearing Education: EC-12
• Texas Educator Certificate, Elementary or Secondary Generalist or Secondary Content Area
Experience
• Three years of district and/or campus level leadership experience related to programming for students who are deaf/hard of hearing
• Five years of experience working with students who are deaf/hard of hearing and/or DeafBlind
• Experience leading and participating on collaborative teams
• Experience developing resources (i.e., guidelines, online training, tools) to support assessment professionals and/or teachers
• Experience coaching school staff to support best practices in deaf education in the classroom
• Experience developing and presenting professional development for adult learners in a variety of formats (face-to-face, online, blended learning, coaching and mentoring models, etc.)
Special Knowledge and Skills
• Broad-based knowledge in rules and regulations related to special education
• Exemplary written and oral communication skills
Preferred Qualifications:
• Mid-management, Supervisory Certificate or equivalent
• ESL Certification
• Master's degree
Major Responsibilities:
• Provide professional development, coaching, and mentoring for Region 4 RDSPD instructional and related services staff on topics including but not limited to:
• Communication modes including listening and spoken language, manual communication, and augmentative and alternative communication
• Auditory training for students with auditory access
• Effective instructional strategies to promote literacy and language development
• Effective evaluation and instructional practices for students who are deaf with significant additional needs, including DeafBlindness
• Best practices for supporting families and children, ages birth to three years old
• Effective inclusive practices such as, but not limited to, Universal Design for Learning (UDL), Multi-Tiered Systems of Supports (MTSS), service delivery models, small group instruction, specially-designed instruction, progress- monitoring, early childhood special education, and effective master scheduling practices as it relates to students who are deaf, hard of hearing, or DeafBlind
• Implementing the state assessment process for students who are deaf, hard of hearing, and DeafBlind.
• Provide technical assistance and customized services for Region 4 RDSPD member and non-member districts and charter schools.
• Develop Region 4 RDSPD program-specific resources to support instruction and programming.
• Provide leadership in planning, developing, implementing, and evaluating professional development and services in the area(s) of responsibility.
• Assist with planning and implementation of ongoing needs assessment and services for Region 4 RDSPD member and non-member districts and charter schools.
• Participate in developing communication networks between Region 4 RDSPD member and non-member districts and charter schools.
• Assist in the management of the Region 4 RDSPD inventory.
• Engage in professional development to maintain knowledge and skills in area(s) of responsibility.
• Provide technical assistance and services as specified by any applicable federal grant that funds this position.
• Participate in state level functions related to area(s) of responsibility.
• Provide technical assistance and services as specified by any applicable federal grant that funds this position.
Supervision/Personnel Management None Physical Demands/Environmental Factors/ Mental Demands: Frequent travel to Region 4 RDSPD member and non-member districts and charter schools; use of standard office equipment; prolonged sitting; occasional bending/stooping, pushing/pulling, and twisting; repetitive hand motions (keyboarding and use of mouse); occasional light lifting and carrying (less than 20 pounds); may work prolonged and irregular hours; occasional statewide travel; work with frequent interruptions; maintain emotional control under pressure.