Teacher of the Hearing Impaired

DEFINITION: Under general supervision, serves as a member of the Individual Education Program Planning Team and provides referral, assessment, IFSP or IEP and itinerant instructional services to students ages Preschool to 8th Grade in a variety of educational settings.

ESSENTIAL DUTIES AND RESPONSIBILITES:

•  Participates in Multidisciplinary Evaluation Team meetings and the development of Individual Educational Programs for students with hearing impairments.

• Administers appropriate assessments to students with hearing impairments to evaluate academic level, progress, and achievement as part of the evaluation process.

• Provides instruction consistent with student’s Individualized Education Plan goals and objectives using strategies, methods, and materials appropriate to the student’s abilities, needs, and learning style in accordance with the Arizona State Standards.

• Writes appropriate goals and objectives for students with hearing impairments that are standards-based, clearly stated, and include methods of assessment to measure student performance.

• Is able to modify grade level curriculum to the student’s ability level.

• Participates as a member of the General Education Intervention Team and provides consultation and assistance in writing modified programs for students with hearing impairments in the mainstream.

  • Works closely with the Speech Language Pathologists regarding language delay, speech and pragmatics.

• Collaborates with the Audiologist in recommending assistive technology/FM equipment or alternatives, as appropriate, to promote student success in all environments.

• Monitors assistive technology/FM equipment for appropriate functioning, need, and use.

• Consults with parents, staff and outside agencies as appropriate or necessary.

• Identifies and requests materials, supplies, and equipment to enable implementation of IEP goals and objectives.

• Completes all required paperwork including MET reports, IEP’s, mileage forms, department logs, etc. in a timely fashion.

• Participates in professional development and assists other educators.

• Demonstrates basic content knowledge.

• Demonstrates understanding of the AZ Academic Standards.

• Indicates awareness of prerequisite learning.

• Displays pedagogical knowledge.

• Displays understanding of the AZ Professional Teaching Standards.

• Demonstrates knowledge of IEP goals and objectives.

• Goals are standards-based and/or IEP based suited to most students.

• Goals are clearly stated.

• Goals include methods of assessment.

• Learning activities are suitable to student’s instructional and IEP goals and objectives.

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  • Materials and resources support the instructional goals and engage students in meaningful learning.

• The lesson or unit has a recognizable structure and time allocations for learning activities are reasonable.

• Performance objectives are clearly communicated to the student.

• Assessment criteria measures student performance as it relates to the instructional goals.

• Standards of conduct have been established.

• Is aware of student behavior.

• Responds appropriate to student behavior.

• Attends meetings regarding students with hearing impairments in the district.

•  Links appropriate academic standards specific to the audiological and/or equipment needs demonstrated through observation, IEP goals and objectives.

• Ensures that appropriate accommodations and services are presented and incorporated into the IEP and/or 504 paperwork.

• Demonstrates the ability to properly identify children who qualify for hearing impaired services in the District.

• Maintains charts or has access to the information through the computer system that includes the student’s IEP and/or 504 paperwork and most current hearing report.

• Maintains updated rosters of every identified and potential student with a hearing impairment.

•  Advises parents/guardians of the need for updated information including hearing reports.

  • Teacher maintains a close relationship with special education records in order to ensure proper census counts of students with hearing impairments.

• Communicates with District colleagues in order to ensure IEP and/or 504 paperwork is completed and reflects the needed services and accommodations, as well as proper coding for the students with hearing impairments.

•  Uses a variety of questioning techniques utilizing Bloom’s Taxonomy. Adequate wait time is provided for students to respond.

• Attempts to engage students in a meaningful discussion that enables students to reflect on their understanding.

• Representation of content is appropriate.

• Activities and assignments are appropriate to age and/or background of students.

•  Students are cognitively engaged.

• Instructional groups are productive and appropriate to the students.

•  Instructional groups are successful in advancing the instruction goals of the lesson.

• Instructional materials are appropriate to the instructional goals.

• Students are appropriately engaged with the materials and resources.

• The pacing of the lesson is appropriate for students.

•  The lesson has a clearly defined structure around which the activities are organized.

•  Feedback is accurate, constructive, and specific.

•  Feedback is consistently provided in a timely manner.

• Demonstrates knowledge of assistive technology for students with hearing impairments including, but not limited to, FM Systems.

• Maintains an updated list of District assistive equipment and the current location within the District.

• Teacher’s system for maintaining information of student completion of assignments is accurate and effective.

• Teacher’s system for maintaining information on student progress in learning is effective.

• Teacher’s system for maintaining information on non-instructional activities (examples include, but are not limited to, attendance, lunch count, supplies, field trip paperwork, student activity funds, etc.) is accurate and effective.

• Demonstrates a professional attitude.

•  Provides appropriate information for student intervention/department meetings.

•  Seeks out resources for students.

• Attends pertinent meetings.

• Performs other duties as assigned

MARGINAL DUTIES:

• Other job related duties as assigned by the lead or campus principal.

• Assists other personnel as may be required for the purpose of supporting them in the completion of their work activities.

SUPERVISORY RESPONSIBILITIES:

· Supervises students

SKILLS/ABILITIES/KNOWLEDGE/WORK STYLE

• Demonstrates the ability and desire to provide outstanding customer service.

•  Demonstrates the ability to effectively use technology as a tool for planning and implementing instructional strategies.

• Demonstrates the ability to work effectively under time constraints.

• Must be organized with the ability to multitask.

• Must be detail-oriented and self-motivated.

• Must have excellent memory and ability to function well under stress.

• Must be able to work independently with minimal supervision and/or assistance.

• Must demonstrate an extremely high regard for confidential and sensitive information.

• Must demonstrate flexibility, common sense, and good judgment.

• Must have the ability to keep abreast of information pertinent to the job.

• Must maintain a well-groomed appearance.

•  Must have a basic knowledge of computers.

CERTIFICATES, LICENSES AND REGISTRATIONS REQUIRED:

• Must have authorization to work in the United States as defined by the Immigration Reform Act of 1986.

• Must meet all Arizona Department of Education certification requirements.

• Must meet all NCLB (Highly Qualified) qualifications.

• Must have Arizona provisional, standard or reciprocal Special Education certification in Hearing Impaired K-12.

• Must attain SEI endorsement as required by Arizona Department of Education.

EDUCATION AND/OR EXPERIENCE:

• Bachelor's Degree (B. A.) from a four-year college or university required.

PHYSICAL DEMANDS:

• Regularly required to stand, reach with hands and arms, talk or hear and taste or smell.

• Frequently required to use hands to finger, handle, or feel objects, tools, or controls.

• Must be able to walk, and occasionally climb or balance; stoop, kneel, crouch or crawl.

• Must regularly lift and/or move up to 30 lbs.

• Must have close vision, distance vision, color vision, peripheral vision, depth perception, and ability to adjust focus.

ENVIRONMENTAL CONDITIONS:

• The noise level in the work environment is usually moderate.

• 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.

SCHEDULE:

• Certified Salary Schedule

• 9 MONTH

DEPARTMENT:

• Student Support Services

BENEFITS:

• Full Benefits