Specialist, Deaf and Hard of Hearing Support

District of Columbia Public Schools; Washington (District of Columbia); On-site; USD 85,000 - 110,000; Full time

Job summary

District of Columbia Public Schools seeks a Specialist, Deaf and Hard of Hearing Support to provide district-wide support to schools, teachers, and students. You'll collaborate with the Deaf and Hard of Hearing team to expand curriculum and ensure alignment with standards, including IDEA requirements.

The role reports to the Manager, Low Incidence Disabilities and requires a Bachelor's degree with 3–5 years experience in special education; Master’s preferred.

Qualifications

• Bachelor's degree and 3–5 years of related work experience, including experience with students with disabilities.
• Master's degree preferred.
• Experience in resource/co-teaching or self-contained classrooms.
• Strong background improving academic achievement for students with disabilities.
• Experience in peer coaching and professional development.
• Ability to differentiate instruction for diverse learners.

Responsibilities

• Leads within the Deaf and Hard of Hearing team and helps develop the expanded core curriculum aligned to standards.
• Supports teachers and staff in implementing instructional programs for students with hearing loss.
• Monitors IEPs and ensures compliance with IDEA.
• Coordinates independent evaluations with external partners as needed.
• Provides professional development for teachers and related staff serving Deaf students.
• Engages families and communicates Deaf-related activities.

Skills

Special education support

Deaf/Hard of Hearing

Collaboration with teachers

IEP compliance

Education

Bachelor's degree

Master's degree preferred

Job description

Job Title: Specialist, Deaf and Hard of Hearing Support

The mission of theOfficeofTeaching and Learning (OTL) is to provide educators with curricular resources, academic programs, and aligned professional development to ensure rigorous and joyful learning experiences foreverystudent. OTL team members support school-based staff in implementing DCPS's existing academic programs while simultaneously working to rethink and redesign school programming, academic and curricular resources, and educator professional development.

Divisions/Teams

TheContent and Curriculum division sets the vision for equity and excellence for each content area in DCPS schools by researching, creating, and curating curricular materials and providing aligned professional development experiences to ensure that all students have access to rigorous and joyful learning experiences every day in every content area. The division also supportsschools and develops curriculum and programming in arts, health, physical education, library programs, STEM, global programs, advanced andenriched instruction, and curriculum andassessmentinnovation.

TheEarly ChildhoodEducation division supports schools andfamilies in providingPreKstudents withcomprehensivelearningexperiencesthat foster confidenceand independence.Approximately 6,000 childrenagesthree to five attend early childhood classrooms in 78 elementary schools across the district, including several schools thatoffer Head Start programming.Thedivisionalso manages Early Stagesprogramming whichworks exclusively with children ages 2 years 8 months through 5 years 10 months and is responsible for meeting the District’s obligation under the Individual with Disabilities Education Act (IDEA) Part B (619) to develop a comprehensive child findsystemto identify and locate all preschool-age children in the District who have a disability.Thedivision alsomanages theimplementation ofDCPS' Head Startgrant.

TheLanguage Acquisition divisionwelcomes families of linguistically and culturally diverse backgrounds to DCPS, leads the process ofidentifyingMultilingual Learner students, and supports schools in developing programs that supports English language acquisition and academic growth.This includes support during the academic day and as part of ELSAP, which is a targeted summer program for ML students. The LAD also manages DCPS compliance with the DC Language Access Act, providing translation and interpretation resources to school and central teams.

TheProfessional Learning and EducationalTechnology division sets a vision for professional development for DCPS as well as createssystems, tools, and structures to increase the efficacy of professional learning initiatives. This work includes LEAP, cluster-based PD, districtPDand other learning opportunities. The team works across all DCPSoffices to increase the cohesion of professional development and broad sharing of knowledge, while exploring new avenues and opportunities for meaningful development and learning for our educators. The team also leads efforts to enhance alignment and cohesion of professional learning initiatives and the integration of educational technology.

TheSpecialized Instruction division works to reduce the opportunity gap between students with IEPs and their non-disabled peers; and increases equity and excellence in schools through specific academic programming, related services, professional learning, school leadership development, family engagement, dispute resolution, and community partnerships.

The Specialist, Deaf and Hard of Hearing Support is responsible for providing support to DCPS' Deaf and Hard of Hearing Program. The Specialist will support teachers, paraprofessionals, and administration throughout the district who work with students who are Deaf or hard of hearing.

This position has been designated as Protection Sensitive. Pursuant to section 410 of Chapter 4 of the D.C. Personnel Regulations; in addition to the general suitability screening, individuals applying for or occupying protection sensitive positions are subject to the following checks and tests: Criminal background check; Sex Offender Registry check; Traffic record check (as applicable).

The Specialist, Deaf and Hard of Hearing Support will report to the Manager, Low Incidence Disabilities.

Essential Duties and Responsibilities

The below statements are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other duties may be assigned.

• Provides leadership within and as a representative of the Deaf and Hard of Hearing team and participates in the development of the expanded core curriculum designed to prepare students to meet DCPS & Common Core learning standards, and to satisfy the requirements for high school or IEP diplomas as appropriate.
• Promotes curriculum improvement and ensures that instructional programs and courses are implemented consistent with the Common Core and other mandated standards; advocates for and with the school-based teachers for curriculum and classroom set-up options or modifications considered appropriate for students with hearing loss.
• Plans, develops, and implements instructional programs to prepare students for post-secondary education training, employment and community living, and to integrate vocational and career education into overall high school program.
• Develops and implements a program of transition planning that meets all state and federal requirements, that involves students and families in long-range academic and career planning, and that is fully integrated within the Annual Review process as required by the IEP.
• Collaborates with Manager, Low Incidence Disabilities regarding student placement in cluster-based programming or local school.
• Monitors students' IEPs and ensures compliance within the scope of IDEA.
• Coordinates independent educational evaluations as deemed appropriate with Gallaudet University.
• Supports principals in evaluation & performance of teachers, educational aides, and other departmental staff and recommends techniques and methods of improvement as needed.
• Supports teaching staff in their professional growth through observation, feedback, and collaborative feedback sessions; provides models of effective teaching strategies to instructional staff as needed.
• Develops and presents relevant professional development for teachers of the Deaf and instructional aides, general education and special education teachers, and related service providers who are working with students who are Deaf or hard of hearing.
• Communicates regularly with parents about school activities or Deaf-related activities in the community; supports teachers and other related staff with relevant family engagement opportunities.
• Ensures sensitivity to cultural differences within the school community and advocate for the needs of the students and teachers when needed.
• Responds to inquiries and general correspondences regarding Deaf Education programming and ensures the general welfare of students and staff.
• Serves as liaison with the Clerc Center, Maryland School for the Deaf, and other non-public school settings.
• Schedules and facilitates meetings with the Deaf and Hard of Hearing team on a regular basis.

Qualifications

• Bachelor's degree and three to five years of related work experience,including experience working with students with special needs and at least two years working in resource/co‑teaching classrooms or self‑contained classrooms.
• Master's degree preferred.
• Previous exposure to or experience in the education sector a plus.
• Strong background and demonstrated success improving academic achievement of students with disabilities.
• Demonstrated success in differentiating instruction based on student needs.
• Experience in peer coaching and conducting professional development.

DCPS Values

• STUDENTS FIRST: We recognize students as whole children and put their needs first in everything we do.
• COURAGE: We have the audacity to learn from our successes and failures, to try new things, and to lead the nation as a proof point of PK-12 success.
• EQUITY: We work proactively to eliminate opportunity gaps by interrupting institutional bias and investing in effective strategies to ensure every student succeeds.
• EXCELLENCE: We work with integrity and hold ourselves accountable for exemplary outcomes, service, and interactions.
• TEAMWORK: We recognize that our greatest asset is our collective vision and ability to work collaboratively and authentically.
• JOY: We enjoy our collective work and will enthusiastically celebrate our success and each other.

We are an equal opportunity employer and are committed to creating an inclusive, accessible workplace. We welcome and encourage applications from individuals with disabilities. Accommodation and/or application assistance is available upon request at all stages of the application and employment process. To request accommodation, please contact [e-mail].