Job Title: Director for Regional School Program for Deaf                   Wage/Hour Status: Exempt

Reports to: Executive Director of Special Services                              Pay Grade: Admin Pay 7

Dept. /School:  Administration                                                           Days:  227

Supervises:  RDSPD Instructional and Support Staff                      

Primary Purpose: To provide program leadership and technical assistance for the Regional Day School Program for the Deaf including program development, best practices, legal requirements and service advisement to member districts.

Qualifications:

Education/Certification:

• Master’s Degree 
• Mid-Management/Principal Certification
• Deaf/Hard of Hearing Teacher Certification
• Ability to communicate in sign language (SEE)-(preferred)
• Such alternatives to the above qualifications as the board may choose

            Special Knowledge Skills:

• Demonstrate ability to work effectively with administrators, teachers, staff, parents, students, and community
• Demonstrate ability to communicate effectively both in written form and orally
• Knowledge of federal and state laws pertaining to the education of students with disabilities
• Demonstrate ability to lead, advise, and implement effective programming for individuals with disabilities
• Bilingual Proficiency-English/Spanish (preferred)

Experience:

• Minimum five years teaching experience in Deaf Education
• Working with DHH students at different grade levels and ages
• Experience in working with various staff on a professional level

Major Responsibilities and Duties:

• Assumes responsibility for the planning, operation, supervision, and evaluation of the Regional Day School Program for the Deaf.

• Conducts the Regional Day School Program in keeping with the policies of the Texas Education Agency via implementation of the Shared Service Arrangement between the RDSPD and member districts.

• Provides leadership to program staff in the planning, implementation, support, and evaluation of curriculum/programs.

• Evaluates the effectiveness of current practices of the RDSPD programs and identifies potential improvements to meet documented needs.

• Monitors instructional and managerial processes to ensure that program activities are related to program outcomes; revises such activities as appropriate.

• Plans and directs staff development to promote improvement of instruction for students in the program.

• Establishes and maintains positive relations between the RDSPD and LEAs served by the program, including at least one annual face-to-face visit.

• Establishes open communications with program personnel, building administrators, students and parents in order to foster a productive school climate.

• Attends Regional Coordinating Committee meetings to assure coordination of program with other regional programs and the TEA Division of Services for the Deaf.

• Establishes and maintains positive relationships with outside agencies in regards to supports for students enrolled in the program.

• Ensures teachers are provided with the necessary instructional support and resources to meet the needs of students served in the program.

• Supervises supplies, materials, and equipment being ordered according to local procedures and maintains an accurate system of inventory accounting.

• Supervises the development and implementation of each Regional Day School Program student’s individual educational plan.

• Assists in the evaluation of, and counsels, staff on job performance.
• Determines staff assignments according to Regional Day School Program needs.

• Monitors the certification status of interpreters and facilitates needed training.

• Coordinates with the Early Childhood Intervention (ECI) programs within Region 18 to ensure provision of services for AI students, birth to three.

• Prepares reports/records as needed or required.

• Confers with parents, teachers, students, and/or campus administrators for the purpose of interpretation of assessment data, instructional procedures, and student progress and behavior of RDSPD students.

• Implement and support curriculum/assessment procedures mandated by state/federal guidelines and ensure appropriate placement of students.

• Review confidential folders to determine compliance with state/federal rules and regulations.

• Interpret state and federal special education statutes, case law, regulations, and rules on a regular basis; reviews and revises local procedures, operational guidelines and forms accordingly.

• Assists the Special Education Director in the development of the preliminary RDSPD budgets.

• Implements the RDSPD budget based upon documented program needs, estimated enrollment personnel and other fiscal needs; implements programs within budget limits; maintains fiscal control; accurately reports fiscal information.

• Assist the special education director in the development and maintenance of the Special Education Department’s Operating Guidelines.

• Performs duties in a professional, ethical, and responsible manner as defined in the TEA Code of Ethics for Educators.

• Maintains a positive and effective relationship with supervisors and colleagues, while maintaining high expectations of students and staff.

• Deals sensitively and fairly with persons from diverse cultural backgrounds.

• Demonstrates skill in conflict resolution with administrators, parents, teachers, staff and/or the community.
• Participates in professional organizations and professional development programs and conferences leading to improved job performance and provides leadership in identifying trends and opportunities.

• Seeks and utilizes evaluative feedback from peers, subordinates, and super-ordinates regarding his/her performance.

• Ability to communicate effectively (verbal & written).

• Coordinate campus support functions

• Performs other tasks and assumes such responsibilities as related to the position and as assigned.

Working Conditions:

Mental Demands/Physical Demands/Environmental Factors:

Work with frequent interruptions; maintain emotional control under stress; Repetitive hand motions; work with frequent interruptions; prolonged use of computer. 

Moderate standing, stooping, bending and lifting; ability to control sudden violent or extreme physical acts of others and exhibit rapid mental and muscular coordination simultaneously. May be required to lift and transfer students to and from wheelchair or assist with positioning students with physical disabilities; prolonged and irregular hours; regular district-wide travel to multiple work locations; exposure to biological hazards

The foregoing statements describe the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.  I have read, understand and attest to the above description and funding relating to my daily activities.

Signature                                                                                              Date