Deaf Hard of Hearing Special Education Teacher (Extended School Year; )

• ESY licensed staff have the set up time of 7.25 hours on June 11 between 8:00 - 3:45) at their assigned ESY site for program planning, organizing, room set-up and collaboration with support staff. Assistants will join from noon-2:00pm at their assigned ESY site for orientation, collaboration and training with the licensed staff.

• The extended school year teacher works 4 hours and 12 minutes each ESY day to supervise arrival and departure of students, program for student contact time and prep. Licensed staff must be present on site by 8:00am and may leave no earlier than 11:45am. The remainder of prep time can be done flexibly before or after those times. The ESY student contact days (6/15/26 - 6/26/26 with no ESY on June 19). This is a total of 9 days.

• Licensed staff also have 3.625 hours (3 hours 38 minutes) to do ESY check out (can be completed over the course of the last week or on 6/26/26). This time is used for room take-down, returning of materials and completion of paperwork.

Job Summary:

• Plans instruction and other student support activities, including the establishment of overall goals and priorities, lesson plans, classroom activities (i.e., laboratory experiments, media presentations, etc.) and daily lesson plans, as applicable to the teacher's particular assignment. Such plans should be consistent with the School District/department goals and objectives; should consider the needs and abilities of the students; and should incorporate basic components of lesson design, as appropriate. Reviews, selects, and modifies materials and resources consistent with instructional objectives and students' participation so that lesson plans and instructional materials developed are consistent with School District/department goals and objectives.
• Provides instruction to students in a manner which incorporates essential elements of instruction, i.e., teaching specific objectives, teaching at appropriate levels of difficulty, including methods of extending students' thinking, uses techniques to monitor student progress and adjusts instruction accordingly, and correctly employs various principles of learning so that classroom instruction effectively meets the needs of students consistent with School District objectives.
• Establishes behavior expectations and maintains student control in the classroom, on school premises, and/or in school activities by communicating expectations for appropriate behavior. Provides structure and consistency and encourages student responsibility, cooperation, and mutual respect in a manner consistent with School District policies and procedures and legal requirements so that the learning environment is successful.
• Participates in parent/teacher conference. Maintains grade book to demonstrate student strengths, weaknesses, and/or problems that the student may be experiencing in the classroom so that parents are informed of student's strengths, weaknesses, problems, and progress.

5. Collaborates with other professional staff regarding the needs of students by communicating accurately, preserving confidentiality of information, and sharing best teaching practices and new teaching techniques or procedures available so that effective professional work relationships properly meet the needs of students.

• Develops student tests and evaluates results. Determines student grades for instructional units and reports grades to parents at School District assigned time.
• Develops and maintains adequate knowledge of the subject(s) taught or support service rendered and demonstrates an understanding of how the subject(s) or support services fit into the overall School District and department philosophy, objectives, and curriculum in order to maintain professional competency in assigned subject matters.
• Pursues professional development activities to broaden and deepen knowledge of content and teaching skills and continually identifies p