DHH Program Specialist and Itinerant Teacher – Student Support Services

Position Type:
*21/22 Certificated by Location/DHH Program

Date Posted:
1/13/2021

Location:
Educational Service Center

Date Available:
September 2021

Hours per Day:
7.5 hours per day

Days of the Week:
Monday,Tuesday,Wednesday,Thursday,Friday

Days per Year:
180

First consideration will be given to applicants that apply by midnight of Monday, February 8, 2021.

POSITION SUMMARY: The Deaf and Hard of Hearing (DHH) Specialist provides a high level of program management support to DHH teams and staff in providing quality services for students who are hard of hearing and deaf. They may also be called on to perform itinerant teacher functions including working with students with identified disabilities that demonstrate primary learning needs due to hearing loss.

ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. This list is meant to be representative, not exhaustive. Some incumbents may not perform all the duties listed while in other cases related duties may also be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Oversee DHH budget (approvals, hiring, etc.)Serve as district/LEA representative for meetings, especially for out of district contract students and preschool transition meetings.Collaborate with outside districts around contract students (safety net, transportation, program tours, concerns, etc.)Coordinate with Birth to 3 around transitions for potential preschool placementsSupport DHH teachers, para-educators and building administrators in working with students in the DHH program.Support teams to facilitate inclusion opportunities.Assist teams, individuals and families in resolving challenging issues and situations . Effective communication to building teams regarding district DHH policies and procedures.Provide support for DHH staff through regular conferencing to address needs, concerns, and celebrations.Facilitate DHH staff meetings and PLC groupsParticipate in and support district PD and outside agency workshops for DHH staff and sign language interpreters.Support case managers in the development and implementation of compliant IEPs.Stay current on special education rules/regulations and program delivery methods, particularly those around DHH services.Support building administrators around the unique needs of DHH scholarsAssist with staffing and placement of scholars.Collaborate with universities around recruitment of interpreters and intern opportunities within the district.Facilitate sign language interpreter meetings.Collaborate with teachers to develop and manage a master schedule for interpreters.Provide supervision for sign language interpreters including attendance and approval of time-cards for agency interpreters.Coordinate interpreters for district-wide ADA requests and for before and after school events.Teach scholars in the DHH program in need of itinerant services

REQUIRED QUALIFICATIONS:
Education and Experience
Current Washington State Teacher's Certificate with a Special Education endorsement and/or possession of an ESA Certificate
Three (3) years of experience in special education

ADDITIONAL REQUIREMENTS:
Demonstrated leadership skills experience in an educational setting such as Program Manager/Administrator
Knowledge of sign systems, including Sign Exact English (SEE), Simultaneous Communication (SimCom), Pidgin Signed English (PSE), and American Sign Language (ASL)

PREFERRED QUALIFICATIONS:
Master's Degree
Professional proficiency in one or more sign systems
Training and/or experience in serving students with deafness or hearing loss
Experience working with educational interpreters
Familiarity with audiological equipment

CONDITION OF EMPLOYMENT:
Criminal background clearance
Valid Washington State Driver's License
Work scheduled hours on a consistent basis

KNOWLEDGE OF:
Special education rules and regulations
Curriculum based assessment and progress monitoring
Explicit Instruction
Empirically validated practices in special education
Instructional theory and its application
Positive Behavior Interventions and Supports (PBIS)
Organizing the physical and human elements in the educational setting
Instructional and non-instructional human dynamics
Standards-based instruction and familiarity with Common Core State Standards
School board policies and procedures
Wide range of instructional strategies to support both general and DHH teachers, para-educators, sign language interpreters and teams

ABILITY TO:
Demonstrate strong skills in conflict resolution and management
Demonstrate planning and implementing in-service events for large and small groups
Demonstrate basic knowledge of technology and willingness and ability to increase knowledge to proficiency
Analyze situations by providing support and guiding teams to identify positive, workable solutions
Provide instructional leadership
Adapt instructional materials and strategies to accommodate the wide range of skills which exist in a classroom
Apply empirically validated practices in special education.
Meet responsibilities in a punctual and reliable manner
Comply with school board policies and follow administrative procedures
Demonstrate handling multiple priorities, and represent the district in a professional and timely manner
Organize and perform job responsibilities efficiently and independently without close supervision
Pay strict attention to detail
Speak, read and follow written or verbal communications
Practice effective safety and security within individual work routines
Develop and maintain positive customer relations with staff and service providers
Work collaboratively with District staff and promote teamwork with co-workers
Practice ethical and professional standards of conduct including the requirements of confidentiality
Relate effectively with parents, staff, students and the public in a multicultural and multiracial community
Perform job responsibilities with or without reasonable accommodations

REQUIRED KNOWLEDGE, SKILLS AND ABILITIES RELATED TO CULTURAL COMPETENCE AND EQUITY:
Knowledge/awareness of own cultural identity and how this influences behavior, and desire to learn about the cultural identity of others.
Ability to establish and nurture an environment that promotes cultural competence and equitable treatment of staff, students, and patrons of the District.
Ability to recognize that each person is a unique individual even as we celebrate their group cultural heritage.
Ability to understand and hold self and others accountable for promoting the Federal Way Public Schools' commitment to "Each Scholar: A Voice. A Dream. A Bright Future."

PHYSICAL DEMANDS: The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the duties of this job, the employee will regularly stand and walk, bend neck and back, use hands for repetitive grasping and pushing/pulling. The employee will constantly be required to sit for extended periods of time and use a computer screen and keyboard. The employee may occasionally be required to squat, kneel, and use hands for fine manipulation, climb stairs/ladder, lift and reach overhead, and lift/carry. The employee must constantly lift/carry up to 5 pounds and must frequently lift /carry up to 15 pounds. The employee will occasionally lift/carry a maximum of 25 lbs. The employee is occasionally required to push/pull a maximum weight of 200 pounds.

WORK ENVIRONMENT: The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the duties of this job, the employee regularly works in indoor conditions and regularly works near video display. The noise level in the work environment is usually moderate. The position constantly deals with frequent interruptions, demanding deadlines, and occasionally deals with angry and distraught students, employees and community members. Travel within the school district locations required. Some nights and weekends may be required.

WORK SCHEDULE
This position is a school-year position and typically works Monday through Friday, 180 days per year

REPORTING RELATIONSHIP
This position reports to and is evaluated by Executive Director of Student Support Services

REPRESENTATION
Federal Way Education Association (FWEA)

LEVEL OF COMPENSATION
Per the FWEA Salary Schedule

CLASSIFICATION HISTORY
Update 9/1/01
Update with physical demand/working conditions 5/2015
Updated for SSS 8/2016
Updated for SSS 6/2020

Disclaimer
The preceding list is not exhaustive and may be supplemented as necessary. The statements contained herein reflect general details as necessary to describe the principal functions of this job, the scope of responsibility and the level of knowledge and skills typically required, but should not be considered an all-inclusive listing of work requirements, skills or duties so classified. All personnel may be required to perform duties outside their normal responsibilities from time to time as needed.

All employment open positions are made available on a nondiscriminatory basis without regard to race, color, creed, religion, sexual orientation, national origin, gender, age, disability or veteran status.

Job descriptions are written as a representative list of the ADA essential duties performed by the entire classification. They cannot include, and are not intended to include, every possible activity and task performed by every specific employee.