ASDB HR

ESSENTIAL DUTIES:
• Provide quality instruction to students
• Prepare daily lesson plans
• Evaluate student’s skills to determine the best program of learning
• Write and implement Individual Education Plans (IEP)
• All other duties as assigned

KNOWLEDGE, SKILLS, & ABILITIES:
• Arizona Academic Standards
• Current educational and diagnostic practices as they apply to educating sensory impaired students
• Lesson plan and Individual Education Plan development
• Student evaluation practices
• Policies, procedures, and programs of the immediate work unit
• Principles and practices of administration and management
• Agency or program rules, regulations and operating procedures

Skilled in:
• Behavior management
• Planning and organization
• Program development
• Student evaluation

Ability to:
• Communicate effectively with students, staff, and public
• Instruct students to retain information
• Complete student evaluation
• Develop lesson plans
• Work cooperatively in teams

SPECIAL CONDITIONS/REQUIREMENTS:
• College/University Degree in Education with coursework specific to sensory impairments
• State of Arizona Teaching Certificate with appropriate endorsement for each position (Teacher O&M requires ACVREP Certification in lieu of ADE certification)
• Secondary teaching positions must possess the necessary coursework as required by Department of Education.
• Must be able to pass FBI and State background check

MINIMUM QUALIFICATIONS:
Show proficiency in interpreting skills through one of the following:
1) Proof of a score of 3.5 or higher on the Education Interpreter Performance Assessment (EIPA), or
2) Hold a valid Certificate of Interpretation (CI) and/or Certificate of Transliteration (CT) from the Registry of Interpreters for the Deaf (RID), or
3) Hold a valid certificate from the National Association of the Deaf (NAD) at a level 3 or higher.
• High School Diploma or Equivalent
• Previous experience working with children or adults in paid or voluntary positions.
• Driver’s License and/or independent and reliable means of transportation.
• Required to pass a background and fingerprint check.

In the event that the Agency cannot find a candidate meeting the qualifications for proficiency in interpreting skills, an individual may be hired or retained with lesser skills who has demonstrated proficiency in English and in ASL. The person will have to be placed on a professional development plan.
This plan must include the following:

1) Proof of at least twenty-four hours of training in interpreting each year that a valid certification is not held or EIPA passing score of 3.5 or higher is not attained, and

2) Documentation of a plan for the individual to meet the required qualifications within three years, but progress toward attainment is demonstrated, the plan shall be modified to include an intensive program up to additional year to meet the minimum qualifications.

PREFERRED QUALIFICATIONS
• Associate degree in Interpreting.
• Prior experience as an Educational Interpreter.
• Experience in the public school setting.
• Must be able to pass FBI and State background check
• Defensive Driver Training Program to be completed by all agency personnel that drive on State business
• 3.5 EIPA level or higher

GENERAL DUTIES
• Utilizes the interpreting process to ensure that the student has access to communication presented in the class including incidental language situations and auditory information when appropriate.
• Facilitates communication between the deaf/hard of hearing student and others in the educational environment.
• Communicates with appropriate educational personnel about the communication needs of the student(s) on a regular basis.
• Clarifies information interpreted to the student within the classroom setting to aid in understanding of lesson content.
• Demonstrates sufficient knowledge of the content in the classroom to be able to interpret concepts and vocabulary accurately and meaningfully to the student.
• Uses the sign language system(s) as determined in the IEP by the educational team that meets the communication needs of the student(s).
• Plans and prepares to appropriately interpret daily classroom learning experiences.
• Assists student(s) individually in academic or vocational subjects as assigned by the Teacher of the Deaf/Hard of Hearing or the Classroom Teacher(s).
• Establishes and maintains effective communication with other members of the educational team and knows the role and responsibilities of each member of the educational team.
• Provides input on communication needs for IEP development.
• Fulfills other responsibilities consistent with the policies and procedures of the host district(s) and/or the Cooperative.
• Performs such other tasks and assumes such other responsibilities as may from time to time be assigned by the Supervisor.

ESSENTIAL DUTIES:
• Provide quality instruction to students
• Prepare daily lesson plans
• Evaluate student’s skills to determine the best program of learning
• Write and implement Individual Education Plans (IEP)
• All other duties as assigned

KNOWLEDGE, SKILLS, & ABILITIES:
Knowledge of:
• Arizona Academic Standards
• Current educational and diagnostic practices as they apply to educating sensory impaired students
• Lesson plan and Individual Education Plan development
• Student evaluation practices
• Policies, procedures, and programs of the immediate work unit
• Principles and practices of administration and management
• Agency or program rules, regulations and operating procedures

Skilled in:
• Behavior management
• Planning and organization
• Program development
• Student evaluation

Ability to:
• Communicate effectively with students, staff, and public
• Instruct students to retain information
• Complete student evaluation
• Develop lesson plans
• Work cooperatively in teams