The Student Life Team (SLT), a unit with responsibility for developing, implementing, coordinating and evaluating co-curricular programming for Deaf and hard of hearing students attending the National Technical Institute for the Deaf, while providing significant residential supervision for middle-school and high school student summer camp programs hosted by NTID. The SLT consists a team of five full time professional staff, a senior support staff, a number of temporary summer staff, and a large student paraprofessional staff. SLT promotes ongoing collaborations with NTID’s Academic Affairs, NTID’s Counseling Services Department, the NTID Center on Employment, RIT’s Public Safety, Center for Women and Gender, and several offices across RIT’s Division of Student Affairs to ensure that students are provided diverse opportunities to optimize their collegiate experiences. SLT’s co-curricular and educational programming, spiritual/religious and civility exploration workshops, self-advocacy and community accountability mentoring services, social and cultural programs, fraternity and sorority event collaborations, and organization advising are avenues for outreaching to and networking with students.
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Mill Neck Manor School for the Deaf provides quality care/educational
services to children who are Deaf and/or communicatively impaired from
infancy to age 21. We are looking for a Certified Math Teacher who is
fluent in sign language. Candidate must possess a Master’s Degree in
Deaf Education as well as NY State Certified in Math grades 7–12.
Previous experience teaching Math to deaf students, excellent
communication skills, and proven ability to work as part of a team a must.
Students who are deaf acquire language in ..
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Sec. 29.304. QUALIFICATIONS OF PERSONNEL. (a) A student who is deaf or hard of hearing must have an education in which teachers, psychologists, speech therapists, progress assessors, administrators, and others involved in education understand the unique nature of deafness and the hard-of-hearing condition. A teacher of students who are deaf or hard of hearing either must be proficient in appropriate language modes or use an interpreter certified in appropriate language modes if certification is available.
Inclusion (education) - Wikipedia
— Provide direction in and maintain current knowledge of educational
reform and instructional best practices in all aspects of Early
Childhood through Transition deaf education.
— Lead the oversight and development of instructional improvement
strategies, programs and plans; review and track progress in school
performance, student achievement objectives and academic excellence
indicators to assure effective implementation of improvement strategies.
— Provide key leadership in the development of the School’s strategic
plan and the annual District Improvement Plan.
— Determine and implement the School’s academic priorities; assure
that curricula are aligned to state and national standards; review
assessment tools and analyze performance for effectiveness in improving
— Develop and articulate clear instructional framework, Pre-K-12, that
incorporates an MTSS approach.
This Old Age Pooch is deaf and so doddery he uses a …
A successful candidate will demonstrate the following:
— Strategic vision, commitment and courage to ensure that all students
— Proven ability to develop and deliver programming that drives improved
academic performance for all student populations; knows effective practice
for differentiating instruction and providing multi-tiered systems of support
— Deep understanding of curricular frameworks, pedagogy, and quality
classroom materials; experience developing and implementing curriculum for
a wide variety of grade levels and subjects.
— Strong knowledge of high-quality instructional practices and the
ability to lead others to implement these practices consistently across
classrooms and school departments.
— Excellent execution and project management skills, including attention
to detail, organizational skills, ability to balance the big picture with
detailed steps to reach the end goal, and ability to balance multiple
projects under tight deadlines.
— An ability to build systems and policies necessary to bring solutions
— Clear articulation of organizational priorities, policies, and plans
to achieve student, school, and district goals to diverse audiences
with differing socio-economic, ethnic, and cultural backgrounds.
— Successful coalition building and experience working collaboratively
with diverse stakeholders at all levels, including district personnel,
students, families, communities, and/or advocacy groups