Volume 23 Issue 6

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First Premium Placement: Harris Communications
Second Premium Placement: CaptionsOnline
Third Premium Placement: NAD Book on Your Legal Rights
Classified Section: Seven Employment Opportunities

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Contact information and disclaimers are at the end of this newsletter.
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- Article 1: I Can SEE What You Hear - A WSD Workshop
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This Western Symposium on Deafness (WSD) workshop provided a nice overview of the various technologies that are provide communications access for people with hearing loss. The three main discussion areas were Classroom Access, Communication Technologies, and Signaling Devices. The workshop was presented by Pat Billies and Dr. Marcia Kolvitz.

Video Remote Interpreting

The first Classroom Access technology discussed was Video Remote Interpreting (VRI), which is a more efficient way (compared to traditional onsite interpreting) of providing interpreting services. It is especially effective in rural areas, where it is often impossible to get an on-site interpreter.

A VRI station can be set up anywhere that has access to a fast Internet connection. Required components include a web camera and microphone, a display screen and speaker, and software to allow this equipment to connect to the VRI service provider.

Note that firewalls may present a problem, that reading sign language from a screen might be much more difficult than reading it from a live, three-dimensional person, and that VRI may not be appropriate if there are several people involved in the discussion at either location.

Communications Access Realtime Translation

Another Classroom Access technology is Communications Access Realtime Translation (CART). This system is normally operated by a realtime captioner who uses a steno machine to record participants' speech. The steno output is fed to a laptop computer, which converts the steno keystrokes to text, which can be viewed on the laptop screen (for one or two viewers) or projected onto a wall or screen (for three or more viewers.)

Note that voice recognition (VR) technology has started to encroach on traditional steno transcription, and the use of VR to provide CART services is likely to increase. To use VR technology the CART provider repeats what the speaker says into a microphone, which feeds her voice into a VR program running on a laptop, which converts it to text. Current systems require considerable training to a particular voice.

CART is often the accommodation of choice for late-deafened and oral deaf folks, and it is especially appropriate in classes with complex terminology. The CART provider can be on-site or remote. The absence of video vastly reduces the bandwidth requirement compared to VRI.

C-Print and TypeWell

CART is especially desirable, because a good CART operator can provide a word-for-word transcript of the spoken message. On the other hand, systems like C-Print (www.ntid.rit.edu/cprint) and TypeWell (www.typewell.com) provide a meaning-for-meaning transcript. These systems are operated by fast typists who record the spoken message using a laptop computer. Special software allows operators to use macros to increase their word production rates, but they are still not able to provide a word-for-word transcription.

College administrators prefer these systems to CART, because salaries paid to a C-Print or Typewell operator are a fraction of those paid to a CART operator. And they argue that in many classes a word-for-word transcript is not required.

VR technology is making inroads into C-Print and TypeWell systems, just as it is into CART systems. The text output of all three systems can be displayed on a laptop screen or projected onto a wall or large screen. All systems can also be operated remotely, so that the operator does not need to travel to the client's location.

Voice Recognition

An interesting adaptation of VR technology is to have an instructor train a VR system to his voice, so that a separate person to caption the lesson is not required. The presenters refer to this system as the Liberated Learning Initiative. I've used this approach to teach computer skills to people with hearing loss, and I found it to be remarkably effective. Because I was monitoring the resulting captioning I was able to watch for critical errors and correct them, while letting unimportant errors go.

Webcasts

Another recent application of captioning is for webcasts. Sadly very few webcasts of general interest are captioned, but the technology is there for those who are interested in providing access to people with hearing loss. The ADEPT program at the University of Arkansas, Little Rock (www.ualr.edu/adept) incorporates this technology; it is critical to students with hearing loss, but also very well received within the general student population.

Video Captioning

There are a number of organizations that will caption your video for a fee, and there's also a free tool that you can use to caption a video yourself. Developed by the folks at WGBH in Boston, MAGPie (http://ncam.wgbh.org/richmedia/tutorials/captioning.html) allows a person to add captions to any video in any of the common formats.

Internet Relay Services

The Internet relay services allow a person to place a text relay call without a TTY. Using just a browser on an Internet-connected computer, a person can call the relay service just as if he had a TTY. This really opens up the use of the relay service by those who rely on text calls, because they can place their call from any location that has an Internet-connected computer.

TTY Simulator

But suppose you want to place a TTY call to another TTY, rather than to a voice user through the relay service? This is also possible from any Internet-connected computer, but you'll have to download the free software from NexTalk. But once you've done that, you can call TTY-to-TTY from any Internet-connected computer.

Captioned Telephone

One final piece of technology of special interest to members of the oral hearing loss (OHL) community is the Captioned Telephone (CapTel). As its name implies, it's a telephone that has built-in captioning. A communications assistant using voice recognition technology is in the loop. She repeats everything the hearing person says into her VR software, which directs the resulting text to your CapTel phone. The delay is much shorter than with traditional relay, which contributes to a much more natural phone call.

Two-way Pagers

Two-way pagers take the place of a cell phone for those with hearing loss, because they provide wireless communications access from any location with coverage. Many of the newer devices incorporate many functions in addition to those of a traditional two-way pager; these include telephone, organizer, and relay access. The two most popular devices are the Blackberry and the T-Mobile Sidekick.

Face-to-face Communications

Two products are available to improve communications in situations where writing back and forth had been the standard method. The Interpretype system consists of two pre-programmed laptops that are connected with a cable. People sit at each of the laptops, and they type back and forth. The system cost is about $2000.

AlphaSmart is a less expensive system that costs about $300. It's a single unit that consists of a keyboard and a small text display. The conversants pass the unit back and forth as they each type their comments.

Are these units better than pen and paper? For someone whose writing is so bad that he often can't read it himself (like me ;-) they may make a lot of sense!

Signaling Devices

Appropriately installed visual smoke detectors are vital for people with hearing loss. They should be installed in common areas and bedrooms, and they MUST be wired into the standard alarm system. An individual visual smoke alarm installed in a bedroom is useful ONLY if there is smoke or fire in that room. If a fire is located on the floor above or below, or even down the hall a ways, the individual alarm will NOT go off when all the others do. So be sure to ask if the visual smoke detector is wired into the building's alarm system.

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- Article 2: National Council on Disability Seeks ADA Impact Testimony
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Editor: Has the Americans with Disability Act (ADA) affected your life? If so the National Council on Disability wants to know about it for the report they're putting together for the President and Congress. Here's the scoop!

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WASHINGTON - The National Council on Disability (NCD) is collecting written testimony from people with disabilities, their families, and their advocates on the impact the Americans with Disabilities Act (ADA) of 1990 has had on their lives.

NCD is an independent federal agency charged with making recommendations to the President and Congress to enhance the quality of life for all Americans with disabilities and their families. In 1986, NCD first proposed and then drafted the original Americans with Disabilities Act. The ADA was hailed as a major civil rights law guaranteeing equal opportunity for Americans with disabilities to participate more fully in their communities, to have greater access to goods and services, and to enjoy more employment opportunities. Testimony is sought regarding the extent to which the ADA has achieved its goals of equality of opportunity, full participation, independent living, and economic self-sufficiency for people with disabilities. The information received will be added to a body of data currently being assembled from a variety of sources to be analyzed and transmitted to the President and Congress in a report to be published in fall 2005.

Testimony is sought regarding:

Telecommunications: Has the ADA had an impact on the ability of people who have hearing and/or speech impairments to communicate by telephone?

Employment: Has the ADA improved employment opportunities and job retention for people with disabilities?

Public Services: Are goods and services provided by local and state agencies more accessible to people with disabilities because of the ADA?

Public Accommodations Operated by Private Entities: Are goods and services provided by businesses more accessible to people with disabilities because of the ADA?

General comments on the ADA

Please send written comments on or before May 15, 2005, to Julie Carroll, National Council on Disability, 1331 F Street, NW, Suite 850, Washington, DC 20004 or jcarroll@ncd.gov.

For more information, contact Mark Quigley or Julie Carroll at 202-272-2004 (Voice) or 202-272-2074 (TTY)

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- Article 3: Canadian Hearing Society to Offer Employment Assistance Services to Unemployed Individuals
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Editor: This article caught my eye for a number of reasons. One is because I've heard really good things about the Canadian Hearing Society. It seems to be one of those rare agencies that recognizes that being Deaf and being hard of hearing people are two different disabilities, and that an agency that serves both groups needs members of both on staff and on the board. I'll be interested to follow the progress of this program.

I also really like the idea of a hearing loss agency providing employment assistance to people with hearing loss. I know Deaf agencies here in the US provide these types of services to Deaf clients, but I'm not aware of similar programs for members of the oral hearing loss (OHL) community. If you know of such a program in the US, please let me know - and I don't mean programs by Deaf agencies that claim to serve the "DeafAndHardOfHearing"!

Another reason this article is particularly timely is because of the pending reorganization of the Vocational Rehabilitation (VR) system in the US. The Canadian system seems to be very different from the US system, and we may want to consider features of the Canadian system as we revise ours.

I expect the pending reorganization to be a big loss to the Deaf community. I think the existing system has served them well over the years and I share the concerns that the new system will not be nearly as successful. I don't think it will have a large negative impact on the OHL community, because a very small portion of that community uses VR services. In fact, I think it presents a real opportunity to the OHL community, because hard of hearing and late-deafened baby boomers may be in positions to encourage outreach and service delivery to the very underserved OHL community.

Now I'll step off my soapbox so you can (finally ;-) get to the press release!

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PETERBOROUGH, ON - The Honourable Peter Adams, Parliamentary Secretary to the Minister of Human Resources and Skills Development and Member of Parliament for Peterborough, on behalf of the Honourable Lucienne Robillard, President of the Queen's Privy Council for Canada, Minister of Intergovernmental Affairs and Minister of Human Resources and Skills Development, today announced funding of $93,083 for an Employment Assistance Services project targeted to help 65 unemployed individuals in Peterborough. The organization that will receive this funding is the Canadian Hearing Society.

"The Government of Canada is pleased to announce a project that will help individuals facing barriers to employment," said Mr. Adams. "Helping people in Peterborough to find and keep work benefits both our community and local economy. The Canadian Hearing Society does great work here."

Under the project, the Canadian Hearing Society will help 65 unemployed individuals who are deaf, deafened or hard of hearing to access specialized job search services. Clients will receive individual employment counselling in job search techniques, career decisions, skills enhancement and job maintenance. Employment counsellors will refer clients as needed to other community agencies, co-ordinate services and training opportunities, track client progress and collaborate with community partners.

This project is being funded through Human Resources and Skills Development Canada's Employment Assistance Services. The services under this program help unemployed individuals to prepare for, find and keep employment by providing them with services such as counselling, job search techniques, and labour market information. These services are available to all unemployed Canadians, whether or not they ever established a claim for Employment Insurance.

Today's announcement is linked to Canada's Workplace Skills Strategy, aimed at helping Canadians to acquire the skills they need to find and keep meaningful and productive jobs. The Government of Canada recognizes that Canada's future competitiveness depends on a highly skilled work force and on high performance workplaces that focus on skills development. It will work with business, unions, other levels of government, sector councils and workers to ensure that all Canadians have the opportunity to develop their skills and succeed, and employers' needs are met.

Funding for this project was provided for in the 2005 federal Budget.

This project has been reviewed to ensure compliance with the Department's administration of its grant and contribution programs, and is subject to review under the Financial Administration Act.

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- Article 4: Nontraditional Hearing Aids Debut
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It looks like things are stirring in the hearing aid industry. We reported a few months ago that the Songbird was removed from the market, and there were rumors at that time that it would reappear in a new configuration in the not-too-distant future. Now this week I've seen three articles about nontraditional hearing aids. Here's a brief summary of each.

The first was about a Spatial Hearing Aid from Australia. Developers claim that its increased use of sound direction information makes this aid is more effective in a noisy environment.

The second article discussed a company that is providing other companies (OEMs) with the components required to produce and market their own hearing aids. The package includes the appropriate hardware, the required application software, and customizable fitting software. Companies that are interested in producing hearing aids can use this package to quickly complete development and get a product to market.

The third article is about a new line of "Sound Amplifiers". These appear to be hearing aids that are targeted at new hearing wearers, and are available over the counter. Four models are available, priced from $249 to $499.

I've long felt that the hearing aid industry could use a bit of a shakeup. Maybe one or more of these new developments will contribute to more readily available hearing aids and to a higher level of user satisfaction! We'll be following and reporting on the progress of these devices.

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- Classifieds
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Seven Employment Opportunities appear in this issue. (Ads appear after this brief table of contents.)

Employment Opportunity 1
Kindergarten Teacher - Auditory Oral
Idaho School for the Deaf and the Blind (ISDB)
Boise, ID

Employment Opportunity 2
First Grade Teacher - Auditory Oral
Idaho School for the Deaf and the Blind (ISDB)
Boise, ID

Employment Opportunity 3
ASL/ITP Positions
University of Wisconsin at Milwaukee
Milwaukee, WI

Employment Opportunity 4
Various Positions
Pennsylvania School for the Deaf
Philadelphia, PA

Employment Opportunity 5
Preschool Teacher for the Deaf and Hard of Hearing
South Dakota School for the Deaf
Sioux Falls, SD

Employment Opportunity 6
Chief Executive Officer
DCARA
San Leandro, CA

Employment Opportunity 7
High School Supervising Teacher
Oregon School for the Deaf
Salem, OR

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Employment Opportunity 1
Kindergarten Teacher - Auditory Oral
Idaho School for the Deaf and the Blind (ISDB)
Boise, ID
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Serving Deaf, Hard of Hearing, Blind and Visually Impaired Students of Idaho Since 1906

TEACHER OF THE DEAF/HH - BOISE

STARTING DATE: August 10, 2005

SALARY RANGE:
Commensurate with education and experience levels, based on 185 day contract.

BENEFITS:
Comprehensive fringe benefit package included.
Employees and spouses receive reduced tuition at state universities ($5 per credit hour).

MINIMUM REQUIREMENTS:
* Eligible for Idaho Teacher Certification for Hearing Impaired.
* Certification in Early Childhood preferred.
* Master's degree preferred.
* Excellent skills in developing use of spoken language and audition.
* Experience teaching deaf children in an oral/aural setting preferred

DUTIES:
* Provide educational services to kindergarten deaf and hard of hearing students.
* Provide oral/aural skills instruction to parents and family members.
* Provide information to parents related to their deaf child.

LOCATION:
Boise, ID with occasional trips to the ISDB main campus in Gooding, ID.
Boise is the capitol of Idaho and a major city featuring several universities, cultural, recreational and nightlife opportunities. For more information check our website at: www.isdb.state.id.us

APPLICATION PROCEDURES:
Submit:
1. Letter of application
2. Copies of certification
3. Three letters of recommendation
4. Official transcripts
5. Resume

SUBMIT TO:
Human Resource Office, ISDB
1450 Main Street, Gooding, Idaho 83330

DEADLINE: Open until filled.

FOR MORE INFO OR DETAILED JOB DESCRIPTION CONTACT:
Ms. Sherry Hann, Human Resource Director, at 208-934-4457 (V/TTY)
or send email to: sherry.hann@isdb.idaho.gov

Successful candidate will be required to furnish a background check within three months of employment per Idaho Code 33-130. Hiring is done without regard to race, color, religion, national origin, sex, age or disability. In addition, preference may be given to veterans who qualify under state and federal laws and regulations. If you need special accommodations to satisfy testing requirements, please contact the HR Department.

1450 Main Street
Gooding, ID 83330-1899
(208) 934-4457 TTY/V
(208) 934-8352 FAX

We are an Equal Opportunity Employer. We do not discriminate on the basis of race, religion, color, gender, age, national origin or disability.

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Employment Opportunity 2
First Grade Teacher - Auditory Oral
Idaho School for the Deaf and the Blind (ISDB)
Boise, ID
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Serving Deaf, Hard of Hearing, Blind and Visually Impaired Students of Idaho Since 1906

TEACHER OF THE DEAF/HH - BOISE

STARTING DATE: August 10, 2005

SALARY RANGE:
Commensurate with education and experience levels, based on 185 day contract.

BENEFITS:
Comprehensive fringe benefit package included.
Employees and spouses receive reduced tuition at state universities ($5 per credit hour).

DUTIES:
* Provide educational services to 1st grade deaf and hard of hearing students.
* Provide oral/aural skills instruction to parents and family members.
* Provide information to parents related to their deaf child.

APPLICATION PROCEDURES:
Submit:
1. Letter of application
2. Copies of certification
3. Three letters of recommendation
4. Official transcripts
5. Resume

SUBMIT TO:
Human Resource Office, ISDB
1450 Main Street, Gooding, Idaho 83330

DEADLINE: Open until filled.

FOR MORE INFO OR DETAILED JOB DESCRIPTION CONTACT:
Ms. Sherry Hann, Human Resource Director, at 208-934-4457 (V/TTY)
or send email to: sherry.hann@isdb.idaho.gov

1450 Main Street
Gooding, ID 83330-1899
(208) 934-4457 TTY/V
(208) 934-8352 FAX

We are an Equal Opportunity Employer. We do not discriminate on the basis of race, religion, color, gender, age, national origin or disability.

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Employment Opportunity 3
ASL/ITP Positions
University of Wisconsin at Milwaukee
Milwaukee, WI
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The Department of Exceptional Education at the University of Wisconsin-Milwaukee is seeking to fill two positions to begin in August 2005:

Interpreter Educator (9 or 12 month position)

This academic staff position will provide leadership as co-coordinator and major instructor in our established Interpreter Training Program. Masters degree required.

Assistant Professor of American Sign Language (9 month position)

This new tenure track position will focus on teaching, research, and service relative to advanced ASL classes and ASL as a foreign language. Ph.D. or ABD required.

To view a copy of each position description, required qualifications, and application procedures, please visit: http://www.soe.uwm.edu/pages/welcome/Employment_Opportunities/Exceptional_Education

Applications will be accepted until the position is filled.

Inquiries may be directed to Ann Hains, Department Chair, annhains@uwm.edu

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Employment Opportunity 4
Various Positions
Pennsylvania School for the Deaf
Philadelphia, PA
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Classroom Teachers (all levels)

At least a Bachelor's Degree from an accredited college/university in a related field (preferably Deaf Education), Master's Degree candidates preferred. Serve a student population ranging from Early Childhood through Secondary. Each teacher is involved with other teachers and aides in curriculum planning and the implementation of instructional units. Work with other support personnel to provide an integrated and well-rounded instruction program for each student.

Special Education Teacher of the Deaf

At least a Bachelor's Degree from an accredited college/university in Special Education, M.A. Degree is preferred. Understanding and knowledge of multiple disabilities and development. Experience working with special education individuals (e.g., cognitively challenged, emotionally disturbed, pervasive developmental delay, autism spectrum disorders, etc.) Work with other support personnel to provide an integrated and well-rounded instruction program for each student.

Speech/Communication Teacher

At least a Bachelor's Degree in the area of speech therapy, speech pathology, or related field. Master's Degree with CCC's preferred. Provide direct speech and communication services to students; the development and implementation of CERs and IEPs; conducing pre-enrollment evaluations and communicating regularly with the students' classroom teacher(s) and families.

ASL Specialist

Background in Linguistics, American Sign Language, Sign Language Studies/Deaf Studies, M.A. level preferred, minimum B.A. Knowledge of child language development. Experience with American Sign Language (ASL) evaluation of children and adults. (Knowledge of ASLPI preferred.). Experience working in a school environment and background in Deaf Education preferred. Works with ASL/Deaf Studies Teachers and classroom teachers to develop ASL/English dual language instructional programs and models.

Send letter of interest and resume to:
Jane Homka
Executive Secretary
The Pennsylvania School for the Deaf
100 W. School House Lane
Philadelphia, PA 19144
215-951-4700 (voice)
215-951-4703 (TTY)
e-mail: jhomka@psd.org

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Employment Opportunity 5
Preschool Teacher for the Deaf and Hard of Hearing
South Dakota School for the Deaf
Sioux Falls, SD
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Preschool Teacher for the Deaf and Hard of Hearing
(9-month, full-time Faculty Unit Position to begin August 2005)

QUALIFICATIONS FOR APPOINTMENT:

1. Minimum of Bachelor's Degree.
2. Eligible for South Dakota Teacher Certificate with endorsement in "Birth-PK Education" or willing to work toward this certification.
3. Fluent in sign language.

MAJOR RESPONSIBILITIES:

- Provide classroom instruction.
- Develop and maintain a classroom environment conducive to effective learning.
- Attend IEP meetings and other meetings required for the delivery of educational services.
- Provide relevant information and appropriate supportive services to parents.
- Participate in committees and other job related activities.
- Perform other duties as requested, which are pertinent to the effective and efficient operation of the program.

SALARY: To be determined by education and experience (1st year, bachelor- degreed teacher begins at $29,500).

APPLICATION DEADLINE: Applications will be screened as received and will continue to be accepted until position is filled.

SEND RESUME, TRANSCRIPTS AND THREE (3) WORK REFERENCES TO:

Office of Human Resources at the South Dakota School for the Deaf
2001 East 8th Street
Sioux Falls, SD 57103- 1899
(605) 367- 5200 (Voice/TDD) or (605) 367- 5209 (Fax)

COMMENTS:
- Incumbent will be required to undergo a background investigation and submit a certification of health signed by a licensed physician within 10 days after first being employed.
- Employment at SD School for the Deaf qualifies for cancellation of "Federal Perkins Loan" (see terms and conditions of promissory note).

The South Dakota School for the Deaf will provide reasonable accommodations to disabled applicants upon request. The South Dakota School for the Deaf does not discriminate on the basis of race, color, national origin, sex, religion, age or disability in employment or the provision of service.

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Employment Opportunity 6
Chief Executive Officer
DCARA
San Leandro, CA
~~~~~~~~~~~~~~~~~~~

Deaf Counseling, Advocacy & Referral Agency (DCARA) is a non-profit, community-based social service agency serving the Deaf community of the San Francisco Bay Area and 14 counties in Northern California. DCARA's mission is to promote self-determination, independence, and celebration of American Sign Language among a diverse Deaf community, regardless of their communication background, through its services and programs.

For the position of the Chief Executive Officer (CEO), DCARA is seeking a strong and dynamic leader to build on over 40 years of continuous growth and evolution of the agency and maintain a staff that is stable and proud of the services they provide to the Deaf community, including Deafened, Deaf-Blind, and hard-of-hearing members. The CEO will report directly to the Board of Directors and will be responsible for all aspects of the agency's operations, programs, finances, and personnel. The CEO will also provide direction and leadership towards the achievement of the agency's philosophy, mission, strategies, and goals.

For further information on DCARA, visit www.dcara.org

DCARA is looking for a person of integrity with strong interpersonal skills who maintains effective partnerships with community, staff, and the Board of Directors. DCARA is also looking for an inspiring organizational leader who motivates and challenges the staff and community to continue growing.

The successful candidate will possess the following strengths:
- Solid track record in Deaf leadership and financial management
- Ability to recruit, manage, and team-build
- Positive outlook on Deafhood and American Sign Language (ASL)

MINIMUM QUALIFICATIONS:
- Fluency in ASL; ability to communicate with persons of all social, economic and language levels
- Strong background in social service programs for the Deaf
- Bachelor's degree; a major in a Deaf-related field and/or a Master's degree preferred
- Five years of experience in non-profit, community-based management and supervision of a large staff
- Professional experience with grant procurement, project management, and fundraising efforts

SALARY: Starting at $75,000; with excellent benefits

Each applicant will need to submit the following: resume, cover letter, application (available at www.dcara.org), and a 2-minute video (conducted in ASL) explaining her/his interest in this position. DEADLINE: WEDNESDAY, JUNE 15, 2005. Screened applicants must be willing to interview in person during late June. Travel expenses will be reimbursed.

Please e-mail complete application package to searchchair@dcara.org and mail the video to the attention of: Liz Brading, DCARA Search Committee Chair; 14895 East 14th Street, Suite 200; San Leandro, CA 94578

DCARA IS AN EQUAL OPPORTUNITY EMPLOYER
POSTED: APRIL 29, 2005

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Employment Opportunity 7
High School Supervising Teacher
Oregon School for the Deaf
Salem, OR
~~~~~~~~~~~~~~~~~~~

OREGON DEPARTMENT OF EDUCATION
Salary: $46,171.40 - $68,167.00/year

GENERAL INFORMATION
There is currently one permanent, full-time position available at the Oregon School for the Deaf in Salem. If you are hired, you will become part of the state's management team. This recruitment will be used to establish a list of qualified people, and may be used to fill vacancies as they occur. Applicants will be subject to a thorough background investigation. Adverse background data may be grounds for immediate disqualification.

TO QUALIFY
Your PD100 application form will be reviewed to verify that you meet the requirements stated in this section. To receive credit, your application form must clearly show that you:

* Have 4 years' teaching experience with deaf/hard-of-hearing students at high school level and
* Qualify for an Oregon Administrative License/Certificate (requires master's or higher degree) or the ability to obtain within two years of hire and
* Have Level 2 fluency in ASL as measured by American Sign Language Proficiency Inventory (ASLPI) and reach Level 3 within three years of hire. To receive credit for the ASLPI rating, submit a photocopy. If you have not taken the ASLPI, you must be able to demonstrate advanced proficiency in ASL via personal interview, videotape, or by video phone.

Preference may be given to applicants with two or more of these additional qualifications:
* 5 years or more of teaching experience at the high school level
* Supervisory or administrative experience in an educational program for deaf/hard of hearing students
* Level 3 or higher fluency in American Sign Language as measured by the ASLPI

NOTE: All applicants must submit a photocopy of all related transcripts, and teaching license/certificate to receive credit. Transcript must include applicant's name, coursework completed, and indicated that a degree was conferred.

For information on how to apply for an Oregon teaching license and/or certificate contact the Oregon Teacher Standards and Practices Commission at 465 Commercial St. NE, Salem, OR 97301, (503) 378-3586. Website www.tspc.state.or.us.

IF YOU QUALIFY
There is no test for this job. If you meet the "To Qualify" requirements on this announcement, your name will be placed on the list with a code of "QLF" (qualified). List the announcement number shown on this job announcement on your PD 100 application.

DUTIES & RESPONSIBILITIES
The Oregon School for the Deaf (OSD) provides 24-hour service, care, and education for approximately 140 deaf/hard of hearing students from K-12 grades. The High School Department provides academic and special-needs services to hearing-impaired high school students and to post-secondary students who continue to have unmet needs in transitioning to adult life. Students receive individualized instruction in small group settings as outlined by their IEPs (Individualized Education Programs). For further information about OSD, go to www.osd.k12.or.us.

This position provides leadership to staff in the areas of instruction, curriculum, behavior management and athletics. Coordinates the IEP process, plans and conducts in-service training, sets schedules and makes teacher assignments, and evaluates teachers, teaching assistants and support staff.

Major duties include:
* Directing the teaching/learning process in the high school consistent with school philosophy and curriculum
* Providing leadership and support to the teaching staff in the area of materials selection and instructional methods
* Coordinating the High School IEP process, including collecting information, conducting meetings, developing reports, completing follow-up items, sharing information with staff, and complying with federal regulations as set forth in the IDEA; maintaining communication and acting as a liaison with school district personnel
* Evaluating High School Department teachers, teaching assistants, and support staff
* Supervising the Athletic Director and high school athletic programs
* Arranging for administration of diagnostic and achievement tests, preparation of student reports, and maintenance of individual student files
* Conducting High School Department and program development meetings
* Facilitating the development and ongoing implementation of a behavior management system for students, including continual review and revision of students, staff training, and resolution of problems with students
* Working with the Dean of Student Life to coordinate the Extended Studies Program (ESP) for students ages 18 - 21

WORKING CONDITIONS
Works with active deaf and hard-of-hearing children throughout the day. May be required to supervise students during special activities. May work with students who have severe emotional or behavioral problems and with whom physical restraint techniques may need to be used. Work with and train teaching assistants, volunteers, college practicum students, and/or student teachers. May be required to attend special activities/events in the evenings or on weekends.

OREGON LIFE STYLE
Salem, the state's capital city, is located in the center of the Willamette Valley - one of the most fertile and agriculturally-productive regions in the world. This area, dotted with cities, farms, and forests, is considered one of the most livable in the country, offering low cost-of-living, good schools, and year-round pleasant weather. Salem is located less than one hour from Oregon's major metropolitan area, Portland, and is approximately an hour and one-half from the Pacific Ocean, the Cascade Mountain Range, and beautiful Mt. Hood.

For outdoor enthusiasts and urban culture fans, opportunities abound in and around Salem. Outdoor recreation, performing arts, and a variety of festivals and special events are offered year-round.

Just east of Salem, you'll find spectacular mountains with a myriad of lakes, rivers and streams, allowing for an abundance of recreational opportunities. You're never far from a place to enjoy skiing, camping, fishing, white water rafting, snowmobiling or other outdoor activities.

To the west you'll find the rugged, picturesque Oregon Coast. The coast offers lighthouses, viewpoints, bays and beaches that dot the unspoiled, 400-mile shoreline. Visitors can experience the wonders of the ocean by exploring tide pools or joining whale watchers during the twice-yearly whale migration or view the sea life up close at the Oregon Coast Aquarium.

HOW TO APPLY
Complete a State of Oregon Employment Application (form PD 100) and any required supplements. Copies of applications, supplements and Job Announcement #UC058191 can be obtained from:
* the State's Jobs Page at: www.oregonjobs.org
* local Oregon Employment Department field offices
* most state agency personnel offices, or kiosk sites, which are located in public places (such as malls, libraries, grocery stores, etc.) throughout the state (local Employment Department offices can advise you of kiosk locations)

If you have a disability and need an alternate format in order to complete the employment process, you may call Human Resources at (503) 378-3600, Ext 4445, or (503) 378-2892 (TDD), or videophone at IP address of 159.121.168.181 between the hours of 7:30 a.m. and 4:30 p.m. Please be prepared to leave a message describing the alternate format needed.

Position closes on June 8, 2005. Send completed application materials to: Human Resources, Oregon Department of Education, 255 Capitol Street NE, Public Service Bldg., Salem, OR 97310-0203. If necessary, you may fax your application material to (503) 378-8162 or e-mail to ode.jobs@state.or.us. Submit only the required materials. Reference letters or work examples should be kept for interviews. Keep a copy of your application for job interviews. COPIES ARE NOT PROVIDED. Application materials must be received by 5:00 pm on the close date. Due to the volume of applications received, the Department will not verify the receipt of faxed, mailed, or e-mailed applications. The Department cannot be responsible for material that is illegible or missing as a result of transmitting by fax or e-mail or lost/delayed through the mail.

After your application materials have been reviewed, you will be sent a notice by mail advising if your application was accepted or not accepted. If you do not agree with the results, you may request a review. Review requests must be submitted in writing and must be received within 10 days from the date of the notice. Additional information cannot be accepted. However, if your application was not accepted, and if the recruitment is still open, you may submit a new application as long as it is received in our office by the close date.

The pay on all announcements may change without notice.

THE OREGON DEPARTMENT OF EDUCATION IS AN AFFIRMATIVE ACTION EQUAL OPPORTUNITY EMPLOYER AND ENCOURAGES QUALIFIED WOMEN, PERSONS OF COLOR, PERSONS WITH DISABILITIES, AND ANY OTHER CLASSIFICATION PROTECTED UNDER STATE OR FEDERAL LAW TO APPLY FOR THIS OPENING

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