Lead Hearing Impaired Teacher

(Lead_HearingImpairedTeacher ) Page 1 of 3 Job Title: Lead Hearing Impaired Teacher Department: Exceptional Student Support Services Reports To: Director of Special Education Programs Grade: Teacher’s Salary Schedule Number of Days: 179 Days Overtime Status : Exempt Last Revise d Date : July 2, 2024 Oklahoma Teacher’s Retirement: Mandatory Participation Bargaining Unit: TCTA Funding Source: Grant Paid Mission: Our students lead through literacy, are empowered through experience, and contribute to their community. Vision: Tulsa Public Schools honors the diversity, creativity, and passion of our students, elevating every student to be designers of their destiny. Core Values: Our core values guide how we work and interact with each other at every level of the organization. We embrace and embody these values every day: • Equity: We know that our diversity is a community treasure, and we are committed to dismantling practices and systems that perpetuate inequalities, being actively anti -bias, anti-racist, and working toward justice and opportunity for all. • Character: We are honest, trustworthy and have high standards of behavior. We make decisions based on what our students and community need, and we do the right thing even when it is hard. • Excellence: We work together to give Tulsa the world -class schools it needs and deserves. We expect a lot of one another, and we support one another in achieving our shared, high expectations. • Team: We care for one another and work together to celebrate success, learn from struggles, and work to help every team member be their best selves. • Joy: Joy at school and at work makes us more productive, because when we create, innovate, and imagine, our motivation grows. Also, we love to have fun! Position Summary : The Lead Hearing Impaired Teacher is responsible for overseeing and guiding instructional programs for students who are deaf or hard of hearing within Tulsa Public Schools. This role requires leadership in program development, team management, and collabor ation with multidisciplinary teams to ensure that students receive appropriate accommodations and modifications. The position entails working closely with the Director of Special Education Programs and various stakeholders to monitor and assess program effectiveness, allocate resources, and ensure compliance with legal mandates, such as IDEA 2004. The role also involves engaging with families and the community to support and advocate for students' needs. Minimum Qualifications: Education : • Bachelor's degree in education or related field Experience : (Lead_HearingImpairedTeacher ) Page 2 of 3 • Previous experience working with individuals who are deaf or hard of hearing in an educational setting. • Previous successful supervisor y experience and leadership experience exhibiting qualities necessary to initiate change and program or districtwide initiatives when necessary. Specialized Knowledge, Licenses, etc.: • Possesses or ability to obtain an Oklahoma certification in Special Education and hearing impaired • Proficient in American Sign Language (ASL) and have knowledge of assistive technology available to support students with hearing impairments. • Must be able to demonstrate an understanding of the legal requirements of an IEP and the MEEGS process • Must have a working knowledge of IDEA 2004 • Proficient in Microsoft Office Suite and Google Office Suite • Bilingual in Spanish preferred Responsibilities and Essential Functions: The following duties are representative of performance expectations. A reasonable accommodation may be made to enable a qualified individual with a disability to perform essential functions. • Program Development and Coordination: Lead s the design and implementation of districtwide instructional programs for students who are deaf or hard of hearing, ensuring alignment with state and federal guidelines • Team Leadership and Professional Development: Provide s leadership to a team of certified Hearing -Impaired Teachers, including facilitating professional development, mentoring, assess ment of program effectiveness, allocat ion of resources, student placement, and assurance of compliance • Collaboration with Multidisciplinary Teams: Work s closely with other special education staff, general education teachers, school administrators, and external agencies to ensure the integration of appropriate accommodations and modifications for students with hearing impairments • Monitoring and Assessment: Regularly assess es the effectiveness of hearing - impaired programs and services, making data -driven decisions to enhance student outcomes • Budgeting and Resource Allocation: Collaborate s with the Director of Special Education Programs in budgeting, securing resources, and selecting assistive technologies for students and staff • Family and Community Engagement: Engage s with parents, guardians, and community organizations to provide support, education, and advocacy for the needs of students who are deaf or hard of hearing • Compliance and Reporting: Ensure s that all program activities comply with IDEA 2004 and other relevant legal mandates and prepare necessary reports for the Director of Special Education Programs and state agencies • Performs other duties, tasks and services consistent with this position as assigned Skills and Abilities Required : The following characteristics and physical skills are important for the successful performance of assigned duties. (Lead_HearingImpairedTeacher ) Page 3 of 3 • Advanced Knowledge of Deaf Education: In-depth understanding of evidence -based practices, communication strategies (including Total Communication and bilingual - bicultural approaches), and assistive technologies in deaf education • Leadership and Team building : Demonstrated ability to lead a diverse team, foster a collaborative environment, and mentor staff in delivering high -quality instruction and services • Cultural Competency: Ability to work effectively with diverse student populations and families, including those with varying linguistic and cultural backgrounds • Conflict Resolution and Mediation: Proficiency in resolving conflicts and mediating concerns between staff, students, and families to ensure the best educational outcomes • Data -Driven Decision Making: Ability to use data to evaluate program effectiveness and make informed recommendations for instructional and programmatic changes • Emotional Intelligence: High level of emotional intelligence to support teachers, students, and families navigating the challenges related to hearing impairments Customer Contacts : • Internal: TPS District Employees • External: Students, parents, community members, partnered vendors, local and state agencies Supervisory Responsibilities: • This role does not directly supervise any individuals Working Conditions: Exposure to the following situations may range from rare to frequent based on circumstances and factors that may not be predictable. • Physical requirements consistent with a classroom and office setting • Occasional to frequent trave l to district and non -district sites Tulsa Public Schools is committed to building a diverse and inclusive team of individuals who contribute to the district's mission with their talents, skills, and energy. Tulsa Public Schools is an equal opportunity employer and does not discriminate on th e basis of race, religion, color, national origin, sex, sexual orientation, gender expression, gender identity, pregnancy, disability, genetic information, veteran status, marital status, age, or any other classification protected by applicable law. Tulsa Public Schools also provides reasonable accommodations to qualified applicants and employees with disabilities. If you need an accommodation during the application process, please contact the district's talent management department at 918 -746-6310 or the district's human rights and Title IX coordinator at 918-746-6985 . You can also direct your request for accommodation in writing to the Tulsa Public Schools Education Service Center, Attn: Talent Management, 3027 S. New Haven Ave., Tulsa, OK 74114 -6131.