Secondary Teacher - Special Education at The Learning Center for the Deaf Inc – Framingham, Massachusetts

Marie Philip School

Secondary Department

Exempt/Salary

11-Month

Full-time

Salary Pay Range: $59,633.28 - $89,728.38

In-Person

American Sign Language Required

$1,500 Sign-on Bonus

Housing Resources Available

Tuition Reimbursement

Benefits Options May Include: Health, Dental, Vision, Life Insurance, Employer-Matching 403(b), Generous Time Off Benefits, Flexible Spending and Dependent Care, and more!

About TLC:
The Learning Center for the Deaf is a nationally-recognized leader of services for deaf and hard of hearing children, adults and families. To learn more, click the following link, https://www.tlcdeaf.org/about/pioneer-and-innovator.

For our Mission, click the following link, https://www.tlcdeaf.org/our-mission-and-values.

TLC Diversity Statement:

The Learning Center for the Deaf is on a journey to create an inclusive and welcoming space for people of all backgrounds. Together, we continue to build an inclusive culture that encourages, supports, and celebrates our TLC community members' diverse narratives. We embrace and value multiple approaches, experiences, and perspectives. TLC believes that diversity fosters innovation. We are committed to cultivating a place where everyone can feel they belong.

About Marie Philip School:

MPS enrolls nearly 150 deaf and hard of hearing students on our Framingham, MA campus in an ASL/English bilingual, bicultural educational model.

We are looking for dynamic, charismatic and energetic educators to join our family and support our deaf and hard of hearing students!

POSITION SUMMARY:

Functional Academics - Students with Moderate to Severe Disabilities

Provides classroom instruction for children who have moderate to severe disabilities in addition to deafness, within a Secondary (grades 6-8 or 9-12+) setting. Prepares lesson plans and other instructional materials to match student ability levels and in accordance with the student's Individual Educational Plan (IEP) and state curriculum frameworks, including teaching life, community, and transition skills. Evaluates and documents appropriate data to monitor student progress and serves as an advisor/advocate for students. Works in a team, or departmental capacity as assigned. Grades and subjects vary.

SUPERVISOR: Secondary Special Education Coordinator

FUNCTIONS AND RESPONSIBILITIES:

Instruction of students with specific learning disabilities, speech or language impairments, intellectual disability, physical disabilities, emotional disability, multiple disabilities, visual impairments, autism spectrum disorder, or general deafness.

Uses assessment to drive classroom instruction (formative and summative assessments).

Plans instruction effectively, engages learners and uses appropriate instructional techniques.

Monitors student understanding of the curriculum and adjusts instruction, materials, or assessments, where appropriate.

Works collaboratively with other school staff on planning and implementing interdisciplinary curriculum and works constructively to suggest improvements and possible approaches.

Writes annual IEP student goals and works steadily to help students attain these goals.

Oversees the implementation of behavior plans designed for individual students, as needed.

Some lifting and restraints may be required when working with young students or students with special needs, however, TLC embraces and celebrates a spirit of inclusion and diversity, and reasonable accommodations and modifications will be made whenever possible. The diversity of our student population may require that some assignments have a heavier physical responsibility due to safety.

May be delegated medication administration or certain medical procedure responsibilities if needed by a student under the teacher’s care.

Perform other tasks as assigned by the Department Supervisor and/or Program Leader.

This job description is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee. Duties, responsibilities, and activities may change or new ones may be assigned at any time with or without notice.

The Learning Center for the Deaf provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religious creed, national origin, sex, pregnancy, gender identity/expression, age, criminal record, disability, sexual orientation, familial status, veteran status, marital status and any other legally protected characteristic.

This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training.

TLC embraces and celebrates a spirit of inclusion and diversity, and reasonable accommodations and modifications will be made whenever possible.

REQUIREMENTS:

• Licensed or able to be licensed by Massachusetts DESE as a Teacher of the Deaf or a Teacher of Moderate or Severe Disabilities
• Master’s degree in Deaf Education, Special Education, or a related field preferred
• A minimum of conversational fluency in American Sign Language required, with native, or near-native ASL fluency preferred
• ASL Classes may be required based on ASL fluency
• Prior experience working with children preferred
• Interpersonal skills developed to a level which will allow smooth cooperation at all levels within the agency
• Ability to work effectively as part of an educational team
• Written English language competency

PHYSICAL REQUIREMENTS:

Must be physically able to perform all duties of the job including frequent lifting up to 50 pounds, bending, reaching above shoulder level, climbing stairs, pulling, typing, prolonged standing or sitting.

• Licensed or able to be licensed by Massachusetts DESE as a Teacher of the Deaf or a Teacher of Moderate or Severe Disabilities
• Master’s degree in Deaf Education, Special Education, or a related field preferred
• A minimum of conversational fluency in American Sign Language required, with native, or near-native ASL fluency preferred
• ASL Classes may be required based on ASL fluency
• Prior experience working with children preferred
• Interpersonal skills developed to a level which will allow smooth cooperation at all levels within the agency
• Ability to work effectively as part of an educational team
• Written English language competency