Teacher (Preschool)

Pennsylvania School for the Deaf; Philadelphia (Philadelphia County); On-site; USD 60,000 - 80,000; Full time

Job summary

Pennsylvania School for the Deaf seeks a Teacher to provide high-quality instruction from Preschool through Transition Academy. You will plan lessons, support student development, and model ASL consistently while developing IEPs in collaboration with families and school districts.

The role emphasizes inclusive classrooms, collaboration with therapists and specialists, and ongoing assessment of language, academic, and social-emotional growth in a Deaf education setting.

Qualifications

• Bachelor’s Degree in Deaf Education or related field is required.
• PA Department of Education certification or eligibility is required.
• ASL proficiency at Level 3 (ASLPI) or above is required; advanced preferred.
• Experience with Deaf children across age ranges (Early Childhood to Secondary) preferred.
• Knowledge of Deaf culture and inclusive education practices.
• Experience as part of an instructional team is preferred.

Responsibilities

• Plan and deliver lessons for Preschool through Transition Academy, aligned to IEPs.
• Draft and implement Individualized Education Plans (IEPs) with parent and district input.
• Collaborate with therapists, communication specialists, and behavior staff for integrated support.
• Model and consistently use ASL across instruction.
• Monitor student progress and adjust instruction to support language, academic and social development.
• Engage in professional development and contribute to the school community.

Skills

ASL Proficiency

IEP Planning

Collaboration

Differentiated Instruction

Classroom Management

Education

Bachelor’s Degree in Deaf Education

Master’s Degree Preferred

PA Certification

Tools

ASLPI

Job description

Description

Title: Teacher

Reports to: Supervisor of Early Education Programs

Employment Information: This is a full-time, FLSA-exempt, 10-month union position.

Summary

The Teacher is responsible for providing high-quality instruction and support to students across Preschool through Transition Academy, depending on the department. Teachers plan and deliver lessons, support student learning and development, model and use American Sign Language (ASL) consistently, and adapt instruction to meet individual student needs.

This role involves collaborating closely with teachers, aides, therapists, and other specialists to ensure a safe, inclusive, and engaging learning environment. Teachers are expected to draft and implement IEPs, track student progress, and support students’ academic, social-emotional, and communication development.

Department specific responsibilities vary, including play-based learning in preschool, multiple core subjects in elementary, subject-specific instruction and IEP Info and in middle and high school, and individualized post-secondary instruction and IEP goals in Transition Academy.

Responsibilities

• Serve a student population spanning Early Childhood to Secondary, with classes organized by age and academic levels
• Collaborate with other teachers and aides in curriculum planning and the implementation of instructional units.
• Work closely with support personnel (e.g., therapists, communication specialists, behavior support staff) to create an integrated and holistic educational experience for each student.
• Develop and implement Individualized Education Plans (IEPs) in collaboration with parents and school districts, ensuring that instructional activities align with the school’s educational philosophy and mission.
• Plan and execute lessons that facilitate students’ natural acquisition of language through experiential, inquiry-based activities, incorporating a multicultural perspective and highlighting the Deaf community and Deaf role models as linguistic and cultural models.
• Ensure instruction is developmentally appropriate, based on the principles of child growth and development.
• Stay current with research in Deaf education, child development, and pedagogical methods to improve classroom effectiveness.
• Participate in professional development opportunities to enhance teaching practices and contribute to the educational community.
• Model and exhibit PSD’s core values Students 1st, Language, Respect, Communication, and Community Engagement in all interactions, decisions, and professional responsibilities.
• Perform other duties as assigned to support student success.

Department-Specific Responsibilities

• Preschool: Play-based learning, explicit ASL modeling, early literacy, and social-emotional skill development. IEP case management, social-emotional skills development, and progress monitoring.
• Elementary: Core subjects instruction with differentiation and classroom routines. IEP case management, social-emotional skills development, and progress monitoring.
• Middle/High School: Subject-specific instruction, IEP case management, and department wide responsibility for contributing to subject specific IEP info on all students, social-emotional skills development, and progress monitoring.
• Transition Academy: Individualized, post-secondary-focused instruction aligned with career and life skills goals. IEP case management, social-emotional skills development, and progress monitoring.

Requirements

Physical Requirements and Work Environment

• Occasionally lift up to 15 lbs.
• Generally works in standard classroom setting and climate.
• Works in a highly stressful environment dealing with a wide variety of challenges
• Ability to sit, stand, walk, kneel, crouch and reach with hands and arms
• May be required to physically assist students with disabilities

Qualifications

• Bachelor’s Degree from an accredited college/university in Deaf Education or a related field required. Master’s Degree preferred.
• Possession of or eligibility for appropriate certification from the Pennsylvania Department of Education.
• Demonstrated American Sign Language (ASL) proficiency at a Level 3 (ASLPI) or above required; advanced proficiency preferred.
• Experience working with Deaf children of the age range to be served is preferred (Early Childhood, Elementary or Secondary).
• Understanding and acceptance of communication principles which emphasize full accessibility to all communication in the school environment, the importance of self-expression and respect for each individual’s communication needs.
• Understanding and knowledge of child growth and development.
• Understanding of and experience with a culturally diverse population.
• Experience working as a member of an instructional team is preferred.

Physical Demands

• Regularly required to stand, walk, and move around the classroom to engage with students and support learning activities.
• Ability to lift, carry, and move instructional materials, books, and classroom supplies (up to 25 lbs).
• Occasional bending, stooping, kneeling, crouching, reaching, and twisting while assisting students or managing classroom activities.
• Manual dexterity required for writing, operating classroom technology, and using instructional tools.
• Attention to visual and other communication cues to monitor student behavior and assess learning activities

Working Conditions

• Work is performed primarily in a classroom environment with regular exposure to groups of students. Classrooms may be noisy and fast-paced during lessons or transitions.
• Some travel may be required for field trips, internships or school-related events.
• May occasionally work outside standard hours for meetings, parent conferences, or school events.

Mental & Cognitive Demands

• Maintain attention to multiple tasks simultaneously while monitoring student behavior and engagement.
• Assess and respond to the individual academic, social-emotional, and communication needs of students.
• Plan, prepare, and adapt lessons to accommodate a diverse student population, including those with language deprivation or specialized learning needs.
• Maintain clear documentation for student progress, IEP goals, and classroom activities.
• Exercise judgment and problem-solving skills to manage classroom challenges and implement appropriate interventions.
• Collaborate effectively with team members and support personnel to ensure coordinated instruction and services.

Pennsylvania School for the Deaf provides equal employment opportunities to all applicants and employees and strictly prohibits any type of harassment or discrimination in regard to race, religion, age, color, sex, disability status, national origin, genetics, sexual orientation, protected veteran status, gender expression, gender identity, or any other characteristic protected under federal, state, and/or local laws. Consistent with the Americans with Disabilities Act (ADA), it is the policy of Pennsylvania School for the Deaf to provide reasonable accommodations to qualified applicants or employees with disabilities, as long as such accommodations do not impose an undue hardship or remove the essential functions of the job. The policy regarding requests for reasonable accommodation applies to all aspects of employment, including the application process. If reasonable accommodation is needed, please contact [e-mail].