Teacher - Deaf/Hard of Hearing (Florence)

Mesquite ISD; Mesquite (TX); On-site; USD 52,000 - 68,000; Full time

Job summary

Mesquite ISD seeks a Deaf/Hard of Hearing (Florence) Teacher to plan and deliver comprehensive instruction for elementary students, incorporating best practices and assistive technologies. The role emphasizes individualized planning, collaboration, and ongoing assessment within the MISD framework.

The position requires a Bachelor's degree with Deaf & Hard of Hearing EC-12 certification and strong communication skills.

Qualifications

• Bachelor's degree required and certification in Deaf & Hard of Hearing EC-12.
• Knowledge of learning styles and appropriate modifications.
• Familiarity with ARD processes and special education law.

Responsibilities

• Plan and provide learning experiences within assigned areas.
• Understand language deprivation and its effects on learning.
• Create a classroom environment conducive to learning and student development.
• Guide learning toward district curriculum goals.
• Assess student progress and communicate with parents as needed.
• Attend ARD meetings and participate in IEP development.
• Collaborate with classroom teachers on instruction and strategies.
• Maintain confidentiality of student information and records.
• Perform other duties as assigned.

Skills

Learning styles

Communication skills

Instruction planning

Classroom management

Education

Bachelor's Degree

Deaf & Hard of Hearing EC-12

TASC or TASC-ASL

Job description

Teacher - Deaf/Hard of Hearing (Florence) JobID: 4523

• Position Type:
  Professional - Teacher Level (Elementary)/ Elementary Teacher

Teacher Compensation Plan
Shift Type:Full-Time
Wage/Hour Status: Exempt
Reports To:Principal/Coordinator - Special Education

EMPLOYMENT BEGINS:January 2027

PRIMARY PURPOSE:

• To plan, develop, and implement an effective instructional program in a way that includes the best use of research findings, time, space, available technology, financial and community resources, so that student achievement will be maximized

QUALIFICATIONS:

Education/Certification:

• Bachelor's Degree
• Deaf & Hard of Hearing EC-12
• TASC or TASC-ASL

SPECIAL KNOWLEDGE/SKILLS:

• Knowledge about learning styles, curriculum, and modifications for deaf and hard of hearing students, and legal mandates regarding special education
• Demonstrate a cognitive understanding of the subject matter and pedagogical skills in his/her teaching field.
• Possess excellent communication skills.
• Ability to instruct students and manage their behavior.
• Exhibit excellent public relation and interpersonal skills.
• Knowledge and understanding of the change process, organizational development, conflict resolution, and facilitations skills.
• Demonstrate highly effective organizational and consensus building skills.
• Understand the value of planning and demonstrate ability to develop and implement short and long range instructional plans based upon effective instructional strategies, knowledge of the discipline, student needs and performances, the global society, the community, and the curriculum.
• Understand the various learning styles and show competence in developing and delivering instruction appropriate to students' developmental needs.
• Understanding cultural diversity through providing
• instruction appropriate to diverse cultures and populations, learning styles, and background experiences.
• Understand how to develop a variety of instructional strategies, technologies, resources, and techniques for problem solving and critical thinking skills.
• Possess knowledge base for critiquing, constructing, and utilizing multiple forms of appropriate assessment techniques in order to monitor progress, modify and adapt instruction, and set goals.
• Exhibit effective communication skills and techniques, including verbal, nonverbal, and media communication that are sensitive to student differences and needs.
• Possess basic understanding of the impact of technology in assigned curricular areas.
• Follow all policies and procedures of the MISD.

EXPERIENCE:

• None required beyond certification from an accredited teacher preparation program.
• Such alternatives to the above qualifications as the Administration may find appropriate and acceptable

MAJOR RESPONSIBILITIES AND DUTIES:

• Plan, organize, and provide appropriate learning experiences within the assigned area(s) of responsibility.
• Understand language deprivation and its effects on academic performance and language proficiency
• Create a classroom environment that is conducive to learning and appropriate to the maturity, interest, and abilities of students.
• Guide the learning process toward the achievement of established district curriculum goals.
• Employ a variety of instructional techniques and instructional media, consistent with the physical limitations of the location provided and the needs and capabilities of the individuals or student groups involved.
• Assess the accomplishments of students on a regular basis, provides progress reports as required, and communicate with parents as deemed necessary.
• Identify the special needs of students and seek assistance of others as needed.
• Plan programs of study that meet the individual needs, interests, and abilities of students.
• Attend Admission Review and Dismissal (ARD) meetings.
• Develop and update the individual education plan for students.
• Work in collaboration with the classroom teacher(s) who may be involved with these students in formulating teaching strategies, planning appropriate lessons, and evaluating student progress.
• Reveal confidential information concerning students only when disclosure serves professional purposes or is required by law.
• Other School Health and Related Services (SHARS) duties as assigned
• Develop a student behavior plan that is consistent with established administrative policies.
• Maintain accurate, complete, and correct records as required by law, district policy, and administrative regulation.
• Take all necessary and reasonable precautions to protect students, equipment, materials, and facilities.
• Make a provision for being available to students on a daily basis, as well as parents by appointment.
• Plan and supervise assignments for teacher aides, volunteers, and student teachers, and makes written evaluation as required.
• Maintain an ongoing program of professional growth that fulfills district requirements and personal expectations as a professional.
• Take an active part in the district-approved teacher evaluation process, contributing to a mutual agreement concerning the results of that evaluation.
• Attend campus and district meetings to promote communication and mutual decision making among the staff.
• Attend established traditional school-sponsored activities (e.g., Student Orientations, Open House, programs, and activities) agreed upon by the building principal and the faculty.
• Perform other duties as assigned.

SUPERVISORY RESPONSIBILITIES:

• Aides, student teachers, student groups, etc, as assigned by the administration.

WORKING CONDITIONS:

Mental Demands:

• Communicating well, making multiple decisions regarding students educational, physical, and emotional well being, and maintaining emotional control under stress.
• Deescalating students that may be in crisis
• Perform medical procedures.
• Standing, walking, and verbalizing for long periods of time.
• Lifting students.
• Performing medical and personal hygiene procedures consistently

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties, and skills that may be required.