Seeking Teachers of the Deaf (for the 2025-26 school year)
Join a unique, family-centered team! Teachers of the Deaf are sought to collaborate with outstanding colleagues, a paraeducator/interpreter, and administrative team. Located in Shoreline (north Seattle), our school community is a fantastic place to work for those seeking a caring, mutually supportive workplace dedicated to best practices in Deaf Education. The program serves children who are deaf or hard-of-hearing (D/HH), preschool through 8th grade who live within a two-hour radius of our campus, in a day school setting. Students are taught on-site by a Teacher of the Deaf (TOD), and students may be mainstreamed in their neighborhood school from kindergarten and up as directed by their IEP. All students wear amplification and use state of the art Digital & Soundfield systems. Class sizes are small.
Responsibilities include teaching a class of 4 to 8 like-aged students for all subject areas, and supervising and training a full-time educational Signing Exact English (S.E.E.) interpreter/paraeducator while integrating listening, articulation practice and English grammar into lessons. Duties include implementing and modifying established general education curriculum, collaborating with specialists and other teachers, monitoring student performance via daily and weekly data collection, reporting progress via trimester report cards and communicating with parents. Additional responsibilities include but are not limited to attending area parent/guardian and general educator trainings, developing and implementing IEPs, and participating in triennial re-evaluations with the supervision of administration.
REQUIRED SKILLS :
Bachelor’s or Master’s Degree in Deaf Education or equivalent; Experience signing American Sign Language (ASL) or Signing Exact English (S.E.E.); Washington State Teaching Certification or provisional equivalent; demonstrated strategies to develop speech, auditory, and English abilities in learners; excellent instructional skills in early childhood or elementary curricula; ability to modify general education materials and curricula to meet the language and learning needs of students who are D/HH; excellent classroom behavioral and social skills management. Also of great importance is the desire to work in a positive, successful, collaborative school community that not only supports children who are D/HH and their families, but the staff as well. Candidates should be dedicated to working diligently to assist students in becoming self confident, articulate, academically-competitive learners and community members and demonstrate that hearing loss is a difference, not a disability.
PREFERRED SKILLS :
Master's Degree in Deaf Education. Proficient S.E.E. skills or the willingness to attend weekly S.E.E. classes; familiarity with up-to-date personal amplification, cochlear implants, Digital and soundfield systems; a working knowledge of the Common Core; use of SmartBoards, demonstration of instructional strategies commonly used in special education; Spanish proficiency.
SALARY RANGE: $74,126 - $128,586, depending on level of education and experience.
BENEFITS:
FOR MORE INFORMATION: Please submit a resume and cover letter to Kabian Rendel, Head of School.
Additional Information :
Research demonstrating that NWSDHH students achieve high English language and reading competencies as well as higher than average post school education, employment and independent living outcomes can be found in the articles below:
Nielsen, D. C., Stryker, D., Luetke, B. & McLean, M. (Summer, 2016). The English Language and Reading Achievement of a Cohort of Deaf Students Speaking and Signing Standard English: A Preliminary Study. American Annals of the Deaf, 161(3), 342-368.
McLean, M., Nielsen, D. C., Stryker, D., & Luetke, B. (Winter, 2015). Characteristics of Students Who Read on Grade Level: What Can Teachers Influence? Canadian Association of Educators of the Deaf and Hard of Hearing, 18-25 , 36-37.
Appelman, K., Callahan, J., Mayer, M., Luetke, B. & Stryker, D. (Summer, 2012). Education, Employment, and Independent Living of Young Adults Who Are Deaf and Hard of Hearing. American Annals of the Deaf, 157 (3), 264-275.
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