2024-25 SPED Itinerant Teacher for the Deaf (Revised) - Special Education

Purpose Statement

The itinerant teacher is a certified teacher of the deaf/hard of hearing, provides expertise to school teams and works with students with hearing loss to provide appropriate educational services. The teacher of the deaf/hard of hearing is responsible for student assessment as part of the team eligibility determination to determine the impact of the hearing loss and areas of potential need for intervention. This professional is involved in writing IEP goals and IEP/504 Plan accommodations, monitoring use of communication access technology/services, providing direct service 1:1, in small groups, as push-in classroom services, and consultation with school staff, per the IEP, to support educational attainment and successful communication for students who are deaf and hard of hearing. Itinerant teachers of the deaf/hard of hearing travel to schools to serve the needs of students with hearing loss. The job of the itinerant teacher of the deaf/hard of hearing requires travel

between a number of schools, based on the location of students with hearing loss on their

caseload.

This job reports to the Director of Special Education

Essential Functions

Working with school assessment teams to explain implications of hearing loss on the student’s ability for language acquisition and the impact on literacy, communication, access to incidental language and how this impacts assessment; make recommendations for appropriate assessments; modifications for administering the assessment; assist teams in reporting results of assessment in light of the impact of hearing loss. 

Collecting information from all team members, including the student (in their primary language and mode of communication) and administering appropriate assessments that will help gauge the student’s functional and academic abilities in critical listening situations, phonological awareness, auditory skill development, compensatory skills, social skill development, literacy, expressive and receptive vocabulary, communication, and language. Conducting classroom observations to determine if the student with hearing loss has access to communication, in their primary mode and language, determine most appropriate seating for the child according to acoustical parameters and make recommendations for accommodations and modifications that ensure access. 

Assisting teams in working with the educational interpreter for assessment purposes, class arrangement, and roles and responsibilities of the interpreter.

Assisting in/or facilitating development of eligibility reports that include information on the impact of the student’s hearing loss across environments, the student’s need for specially designed instruction, related services, and communication related needs for access, explain how the student’s etiology, onset, type, and degree of hearing loss may impact their educational placement in the LRE, and consideration of the student’s full range of needs in determining eligibility. 

Assisting in determining if the student’s needs can be best met in Special Education

under IDEA regulations, or under the provisions of a 504 plan under Section 504 of the Rehabilitation Act. 

Assisting in drafting the IEP/Communication Plan/504 plan, including comprehensive information from the team, creating goals and recommendations for service delivery, accommodations, modifications, primary and secondary disabilities, and case manager determination. 

Explaining educational placement options that include cultural identity, linguistic, academic, social-emotional abilities, and communication effectiveness.

Other Functions

Performs other related duties, as assigned, for the purpose of ensuring the efficient and effective functioning of the work unit.

Job Requirements: Minimum Qualifications

Skills, Knowledge and Abilities

SKILLS are required to perform multiple, highly complex, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: applying assessment instruments; operating standard office equipment including using pertinent software applications; preparing and maintaining accurate records.

KNOWLEDGE is required to perform algebra and/or geometry; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: appropriate codes, policies, regulations and/or laws; age appropriate activities; lesson plan requirements; stages of child development; behavioral management strategies; methods of instruction and training.

ABILITY is required to schedule a number of activities, meetings, and/or events; gather, collate, and/or classify data; and consider a number of factors when using equipment. Flexibility is required to independently work with others in a wide variety of circumstances; work with data utilizing defined but different processes; and operate equipment using standardized methods. Ability is also required to work with a significant diversity of individuals and/or groups; work with a variety of data; and utilize job-related equipment. Problem solving is required to analyze issues and create action plans. Problem solving with data frequently requires independent interpretation of guidelines; and problem solving with equipment is limited to moderate. Specific ability based competencies required to satisfactorily perform the functions of the job include: establishing and maintaining constructive relationships; adapting to changing work priorities; maintaining confidentiality; exhibiting tact and patience; working flexible hours.

Responsibility

Responsibilities include: working under limited supervision using standardized practices and/or methods; directing other persons within a small work unit; utilization of some resources from other work units is often required to perform the job's functions. There is some opportunity to significantly impact the organization’s services. 

Work Environment

The usual and customary methods of performing the job's functions require the following physical demands: significant lifting, carrying, pushing, and/or pulling, significant stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. Generally the job requires 10% sitting, 50% walking, and 40% standing. The job is performed under minimal temperature variations and under conditions with some exposure to risk of injury and/or illness.

Experience  

• Job related experience is desired.

Education    

• Bachelor's degree in a job-related area.

Certificates and Licenses                  

• Standard SPED Arizona Teaching Certificate
• Appropriately Certified in Core Content Area
• SEI Endorsement Required

Continuing Educ./Training               

• CPR Certificate 
• First Aid Certificate

Clearances

• Criminal Background Clearance
• Valid Arizona IVP Fingerprint Clearance Card

FLSA Status - Exempt 

Paradise Valley Unified School District does not discriminate on the basis of race, color, religion, national origin, age, sex or disability, in admission or access to, or treatment or employment in its programs and activities. Any person having inquiries concerning the School's compliance with the regulations implementing Title VI of the Civil Rights Act of 1964 (Title VI), Section 504 of the Rehabilitation Act of 1973 (Section 504), Title II of the Americans with Disabilities Act of 1990 (ADA), or Title II of the Genetic Information NonDiscrimination Act of 2008 (GINA) may contact the Assistant Superintendent of Human Resource