Early Intervention Deaf Jobs (NOW HIRING)

The Opportunity: Job Overview
This position will work with a team in our DHH Department and will be the sole provider for our deaf and hard of hearing students in our early intervention preschool program. The provider is a special education teacher specifically trained to teach students who are deaf and hard of hearing and address their unique language and learning needs. Provider is an expert in teaching various skills such as self-advocacy, expressive and receptive language, hearing assistive technology, vocabulary, listening, and transition skills. In addition, they design and implement instructional plans individualized to each student's needs.
Core Impact Areas
Breakdown of Essential Responsibilities:
A. Provide Direct Instruction (60%)
B. Instructional Plans, Conducting Assessments, and Documenting (20%)
C. Family and Caregiver Communication (15%)
D. Other Duties as Assigned (5%)
Candidates should have the following:
Knowledge of Child Development
• Demonstrate an understanding of early childhood (birth-age 8) characteristics and needs across multiple, interrelated areas of children's development and learning including physical, cognitive, social, emotional, language, and aesthetic domains as well as learning processes, bilingual/multilingual development, and motivation to learn.
• Understand and value developmental variations, experiences, strengths, interests, abilities, challenges, and approaches to learning for all children-especially deaf and hard-of-hearing (DHH) children.
• Base teaching practice on coherent early childhood theoretical perspectives, current understanding of the influence of theory and research about brain growth and development, executive function, motivation, the importance of play, and dispositions toward learning on development.
• Apply an understanding of the multiple influences on the contexts of young children's development and learning including family, community, cultural, linguistic contexts, temperament, approaches, and dispositions to learning, motivation, attachment, economic conditions, health status, opportunities for play and learning, technology and media, and developmental variations.
• Understand the potential influence of early childhood programs, including early intervention, on short- and long-term outcomes for children.
• Demonstrate the ability to use developmental knowledge including strengths of families and children to create physically and psychologically safe learning environments that are healthy, respectful, supportive, and challenging for children, with full family engagement in establishing the most effective environment for their child.
Knowledge of Special Education
• Understand how exceptionalities may interact with development and learning and use this knowledge to provide culturally responsive, meaningful, and challenging learning experiences for individuals with exceptionalities.
• Demonstrate the ability to create and implement personalized, safe, respectful, inclusive, and culturally responsive learning.
• Demonstrate knowledge of standards used in Montana schools and the ability to use general and specialized curricula to implement individualized learning opportunities that align with the needs of students with exceptionalities.
• Use multiple methods of assessment and data sources to evaluate and identify individualized learning needs and make a variety of education decisions.
• Select, adapt, and use a repertoire of evidence-based instructional strategies including explicit, systematic instruction, assistive technology, whole group instruction, small group instruction, and individual instruction to support and self-regulate learning.
• Use foundational knowledge of the field along with professional ethics and standards.
• Collaborate, communicate, and advocate in culturally responsive ways with all individuals involved in the special education process to improve programs, services, and outcomes for individuals with exceptionalities and their families, including, but not limited to, facilitating meetings, scheduling services, working with paraeducators and related providers, and implementing accommodations and modifications.
• Demonstrate an understanding of the philosophical, historical, and legal foundations of special education.
• Demonstrate proficiency in special education procedural competencies including knowledge of state and federal regulations, rules, and processes and knowledge of the state data collection system and state forms.
• Demonstrate an understanding of disability categories and characteristics to the extent necessary to use eligibility criteria to make informed decisions concerning learner identification.
Knowledge of Deaf/Hard of Hearing Pedagogy
• Understand the foundations of special education services for infants, children, and youth who are deaf or hard of hearing, deaf-blind, and those with additional disabilities coexisting with hearing loss on which to base practice.
• Understand the impact of various hearing levels on language development.
• Understand research-based instructional methods applicable for deaf and hard of hearing students in a bilingual environment and apply them to create an inclusive, language-rich, supportive, learning environment.
• Understand how to use individualized education program plans to design, implement, monitor, and adjust instruction for children and youth with hearing loss.
• Understand the texts, materials, supplies, and equipment necessary in carrying out educational or recreational programs for the deaf and hard of hearing students
• Understand and use communication systems used by infants, children, and youth who are deaf, hard of hearing, deaf-blind, and those with additional disabilities coexisting with hearing loss to facilitate learning.
• Knowledge of hearing devices (hearing aids, cochlear implants, FM systems, etc) and how they can support learning in the classroom.
• Ability to adapt language development strategies to accommodate variations in communication abilities.
• Understanding of the unique language milestones for children with different hearing levels or deafness.
• Skill in documenting and tracking children's language progress, accounting for diverse communication needs.
• Ability to incorporate multimodal and culturally responsive practices to support language development.
Knowledge of Family and Community Partnerships
• Know about, understand, and value the complex characteristics and importance of children's families and communities including home language, cultural values, ethnicity, socioeconomic conditions, family structures, relationships, stresses, childhood trauma and adverse childhood experiences, and community resources.
• Collaborate with families as equal partners in creating respectful, reciprocal relationships.
• Promote and encourage family engagement in all aspects of children's development and learning including assisting families to find curriculum and resources concerning parenting, mental health, health care, and financial assistance.
• Demonstrate essential knowledge and core skills in team building and in communicating with families and colleagues from other disciplines to encourage and value familiesꞌ participation in curriculum and program development as well as assessment of children's learning.
Knowledge of Observation, Documentation, and Assessment
• Understand the importance of different types of developmentally appropriate assessments, including, but not limited to, observation, portfolio assessment, and work samples, as well as the importance of providing play-based experiences for children to demonstrate their skills and abilities.
• Understand the goals of assessment to summarize, analyze, and use assessment information gathered.
• Understand assessments with established reliability and validity that consider children's development, ability, culture, and language.
Knowledge of Teaching and Engagement
• Utilize the environment, schedule, and routine as learning opportunities, including: designing learning centers and interest areas for indoor and outdoor spaces; scheduling extended time for play; and teaching through individual and small group contexts that personalize the learning for the child.
• Create a caring community of learners.
• Utilize a broad repertoire of developmentally appropriate teaching skills and strategies supportive of young learners.
• Provide curriculum and learning experiences that reflect the principles of universal design for learning, the languages, cultures, traditions, and individual needs of diverse families and children, with particular attention to the cultures of the children and families in the classroom and to American Indians and tribes in Montana.
Knowledge of Curriculum
• Design, implement, and evaluate developmentally meaningful, integrated, and challenging curriculum for each child using professional knowledge, Montana's Early Learning Standards, Montana Content Standards (K-5), and Indian Education for All.
• Integrate and support in-depth learning using both spontaneous and planned curricula and teaching practices in each of the academic discipline content areas including language and literacy; science; mathematics; social studies; the performing and visual arts; health and well-being; and physical development, skills, and fitness as it applies to young children.
• Understand and base curriculum planning on the significance of social, emotional, and behavioral development as the foundation for young children's school readiness and future achievements.
Professionalism
• Identify and involve oneself with the distinctive history, values, knowledge base, and mission of the early childhood field to become an informed advocate for all young children and their families.
• Uphold and use state and national codes of ethical conduct for the education of young children and other applicable regulations and guidelines.
• Collaborating with multiple stakeholders.
• Use formal and informal assessments, early learning professional knowledge, reflection, collaborative relationships, and critical thinking to analyze and continuously improve professional practices with young children and their families.
• Engage in continuous, collaborative learning to inform practice.
• Develop and sustain the habit of reflective and intentional practice in their daily work with young children.
Education & Experience:
• Required: Eligible Licenses - Class 1 Professional Teaching License, or Class 2 Standard Teaching License
• Preferred: Eligible Endorsements - 00E EC, 32A HI, 32E HIEC, 32A SPE, or 32E SPE
Knowledge & Skills:
• Communication: Proficiency in American Sign Language (ASL) or a willingness to reach target proficiency levels to foster cooperative relationships with students and staff.
• Leadership: Ability to handle controversy objectively, manage a diverse team, and maintain effective relationships with families and stakeholders.
• Technical: Must possess or have the ability to possess the following from The Montana Office of Public Instruction by the first instructional day of the academic calendar