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Teacher SPED Itinerant for Deaf & Hard of Hearing - Redland
**2026-2027 SCHOOL YEAR OPENING**
RESUME MUST BE SUBMITTED WITH APPLICATION
Location: Redland Oaks ES
Work Schedule: 10 Months
Work Type: Regular Full-Time
Exempt: Yes
REASONS TO JOIN NEISD
CLASSROOM TEACHERS* COMPENSATION :
Salaries for new classroom teachers are based on the salary ranges below (10-month work schedule)
Min
5 years
13 Years
20 years
Max
$57,500
$63,100
$65,850
$69,050
$70,700
* Texas Education Code § 48.158 defines "classroom teacher as an educator who is employed by a school district and who, not less than an average of four hours each day, teaches in an academic instructional setting or a career and technology setting.
A ll salary ranges are adopted annually by the Board of Trustees. The District ensures salary placement for new hires will be based on verified years of experience according to the Commissioner's Rules on Creditable Years of Service . These ranges should not be used to project salary amounts for subsequent years.
In addition, teachers and librarians may qualify for the following stipends:
Advanced Degree Stipends
Performance and Other Supplemental Stipends
Bilingual & ESL Stipends
Grade Level Performance Lead Stipend Guidelines
**IMPORTANT INFORMATION REGARDING CALCULATION OF PAY: The annual pay for this position is pro-rated based on the effective date of the assignment**
EDUCATION :
Bachelors Degree
One year related experience and/or training; or equivalent combination of education and experience
Bachelors Degree
One year related experience and/or training; or equivalent combination of education and experience
CERTIFICATION :
Valid Texas Teaching Certificate by the State Board for Educator Certification with endorsement in area of all level Deaf or Deaf/Hard of Hearing
High School Diplomas and college/university degrees must be obtained from an accredited program or university approved by the United States Department of Education and the Texas Education Agency.
PRIMARY PURPOSE SUMMARY :
Provide educational services to students identified as Deaf and Hard of Hearing (DHH) classes at their home campus or other facility. Such services may be direct, consultative or monitor as decided by the Admission, Referral, Dismissal (ARD) /Individual Education Program (IEP)/ Individualized Family Service Plan (IFSP) committee.
STATE DEAF FEDERAL FUNDED POSITION
The purpose of State Deaf funds is to provide educational services for students who are deaf or hard of hearing. RDSPD State Foundation School Program funds are allocated to RDSPD fiscal agents for the purpose of providing educational services, including continuing diagnosis and evaluation, counseling, and teaching, for students who are deaf or hard of hearing.
Provide educational services to students identified with auditory impairments attending classes on their home campus or receiving mainstream services on a campus other than the home campus. Such services may be direct, consultative or monitor as decided by the Admission, Referral, Dismissal (ARD) /Individual Education Program (IEP) committee.
Provide educational services to students identified as Deaf and Hard of Hearing (DHH) classes at their home campus or other facility. Such services may be direct, consultative or monitor as decided by the Admission, Referral, Dismissal (ARD) /Individual Education Program (IEP)/ Individualized Family Service Plan (IFSP) committee.
STATE DEAF FEDERAL FUNDED POSITION
The purpose of State Deaf funds is to provide educational services for students who are deaf or hard of hearing. RDSPD State Foundation School Program funds are allocated to RDSPD fiscal agents for the purpose of providing educational services, including continuing diagnosis and evaluation, counseling, and teaching, for students who are deaf or hard of hearing.
Provide educational services to students identified with auditory impairments attending classes on their home campus or receiving mainstream services on a campus other than the home campus. Such services may be direct, consultative or monitor as decided by the Admission, Referral, Dismissal (ARD) /Individual Education Program (IEP) committee.
ESSENTIAL REQUIREMENTS AND RESPONSIBILITIES:
1. Act as liaison between all special education staff and the general education staff working with identified students who are Deaf and Hard of Hearing.
2. Maintain current DHH eligibility documents for each DHH student; Otological, Audiological, Communication Assessment.
3. Attends each ARD or IFSP meeting for any student identified as Deaf or Hard of Hearing.
4. Recommend to the ARD/IEP/IFSP Committee a level of itinerant support deemed appropriate by the deaf education teacher to implement the ARD/IEP based upon examination of the otological, audiological information, language reading levels, and assessment data collected or reviewed by the itinerant teacher or from the students’ records.
5. Provide services to students who have auditory impairments based upon the decisions and recommendations of the ARD/IEP committee; direct services, consultative services and/or monitoring.
6. Provide in-service and consultant support to the families, service providers, general ed classroom teachers, all support staff on campus as needed and to the hearing students in the class.
7. Follow up to ensure any modifications and/or related service outlined in the students’ individual educational program is carried out as indicated.
8. Assist in the placement and use of auditory equipment, Telephone Device for the Deaf (TDD), sound field, personal amplification, notetakers and interpreters as indicated in ARD/IEP/IFSP.
9. Maintain contact with the students’ families.
10. Provide direct resource services to the student in the areas of speech, language, vocabulary, auditory training/learning, reading or written language as delineated in the ARD/IEP/IFSP.
11. Coordinate direct resource services with the content presented in the regular class.
12. Confer with general education staff as to the appropriate materials and methods to meet student needs, hearing aid management, program modification, and any other considerations needed to help ensure equitable participation in the general education environment.
13. Ensure that amplification is working and make referral to the school audiologist.
14. Introduce the student to information about his/her hearing loss, deaf role models, and appropriate career exploration experiences through expanded core curriculum.
15. Assess student progress and modify current goals and objectives based upon evaluation of formal test measures, informal inventories, progress notes, and oral and written language samples.
16. Assist with job placements, observing students on the job, and employer consultations as appropriate.
17. Identify areas of potential difficulty and/or documents successes through a formal system of reporting student progress between the general education teacher and the AI teacher.
18. Exhibit competency in the recommended Deaf and Hard of Hearing communication mode(s) of the student on the itinerant’s caseload.
19. Attend periodic staff meetings of the Regional Day School Program for the Deaf as scheduled by the Coordinator of the DHH Program.
20. Occasionally requires summer work to ensure continuity of services provided for zero-three (3)- year old population; Flexible hours to meet needs of family schedules; Attend/present at Parent Connect, establish/maintain relationships with Early Childhood Intervention (ECI) providers for students that are Deaf and Hard of Hearing.
21. Participate with regionwide/statewide collaboration meetings.
22. Evaluate DHH children that are transitioning from ECI services to public education.
23. Maintain a professional relationship with colleagues, students, parents and community members.
24. Use effective communication skills to present information accurately and clearly.
25. Maintains confidentiality of all information.
26. Participate in staff development activities to improve job related skills.
27. Regularly required to drive personal vehicle in the performance of assigned tasks.
28. Report to work on time every day.
29. Perform additional duties and accept other responsibilities as may be assigned.
QUALIFICATION REQUIREMENTS:
• Knowledge of special needs of students in assigned area
PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. While performing the duties of this job, the employee is regularly required to stand; walk; use hands to finger, handle, or feel; reach with hands and arms; and talk or hear. The employee frequently is required to sit and stoop, kneel, crouch, or crawl. The employee is required to walk or run to maintain control of students. The employee is regularly required to lift and/or move up to 100 pounds with assistance. This position requires the lifting of students. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception and ability to adjust focus. The individual must pass a pre-employment physical examination to include vision, hearing, alcohol and drug testing.
WORK ENVIRONMENT:
The environmental characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions: The employee is occasionally exposed to risk of electrical shock. The noise level in the work environment is usually moderate. The foregoing statements describe the general purpose and essential responsibilities assigned to this job and are not an exhaustive list of all essential responsibilities and duties that may be assigned or qualifications that may be required. The District reserves the right to amend the essential responsibilities for this position.
1. Act as liaison between all special education staff and the general education staff working with identified students who are Deaf and Hard of Hearing.
2. Maintain current DHH eligibility documents for each DHH student; Otological, Audiological, Communication Assessment.
3. Attends each ARD or IFSP meeting for any student identified as Deaf or Hard of Hearing.
4. Recommend to the ARD/IEP/IFSP Committee a level of itinerant support deemed appropriate by the deaf education teacher to implement the ARD/IEP based upon examination of the otological, audiological information, language reading levels, and assessment data collected or reviewed by the itinerant teacher or from the students’ records.
5. Provide services to students who have auditory impairments based upon the decisions and recommendations of the ARD/IEP committee; direct services, consultative services and/or monitoring.
6. Provide in-service and consultant support to the families, service providers, general ed classroom teachers, all support staff on campus as needed and to the hearing students in the class.
7. Follow up to ensure any modifications and/or related service outlined in the students’ individual educational program is carried out as indicated.
8. Assist in the placement and use of auditory equipment, Telephone Device for the Deaf (TDD), sound field, personal amplification, notetakers and interpreters as indicated in ARD/IEP/IFSP.
9. Maintain contact with the students’ families.
10. Provide direct resource services to the student in the areas of speech, language, vocabulary, auditory training/learning, reading or written language as delineated in the ARD/IEP/IFSP.
11. Coordinate direct resource services with the content presented in the regular class.
12. Confer with general education staff as to the appropriate materials and methods to meet student needs, hearing aid management, program modification, and any other considerations needed to help ensure equitable participation in the general education environment.
13. Ensure that amplification is working and make referral to the school audiologist.
14. Introduce the student to information about his/her hearing loss, deaf role models, and appropriate career exploration experiences through expanded core curriculum.
15. Assess student progress and modify current goals and objectives based upon evaluation of formal test measures, informal inventories, progress notes, and oral and written language samples.
16. Assist with job placements, observing students on the job, and employer consultations as appropriate.
17. Identify areas of potential difficulty and/or documents successes through a formal system of reporting student progress between the general education teacher and the AI teacher.
18. Exhibit competency in the recommended Deaf and Hard of Hearing communication mode(s) of the student on the itinerant’s caseload.
19. Attend periodic staff meetings of the Regional Day School Program for the Deaf as scheduled by the Coordinator of the DHH Program.
20. Occasionally requires summer work to ensure continuity of services provided for zero-three (3)- year old population; Flexible hours to meet needs of family schedules; Attend/present at Parent Connect, establish/maintain relationships with Early Childhood Intervention (ECI) providers for students that are Deaf and Hard of Hearing.
21. Participate with regionwide/statewide collaboration meetings.
22. Evaluate DHH children that are transitioning from ECI services to public education.
23. Maintain a professional relationship with colleagues, students, parents and community members.
24. Use effective communication skills to present information accurately and clearly.
25. Maintains confidentiality of all information.
26. Participate in staff development activities to improve job related skills.
27. Regularly required to drive personal vehicle in the performance of assigned tasks.
28. Report to work on time every day.
29. Perform additional duties and accept other responsibilities as may be assigned.
QUALIFICATION REQUIREMENTS:
• Knowledge of special needs of students in assigned area
- Knowledge of Admission, Review, and Dismissal (ARD) Committee process and Individual Education Plan (IEP) goal setting process and implementation, and Individualized Family Service Plan (IFSP)
- General knowledge of curriculum and instruction
- Strong organizational, communication, and interpersonal skills
- Ability to instruct students and manage their behavior
- Ability to adjust and be flexible to a multitude of situations as they occur
- Ability to respond to common inquiries or complaints from customers, regulatory agencies, or members of the business community
- Ability to write speeches and articles for publication that conform to prescribed style and format
- Ability to effectively present information to top management, public groups, and/or boards of directors
- Ability to apply principles of logical or scientific thinking to a wide range of intellectual and practical problems
- Ability to concentrate, interpret policy and procedures, reason, understand verbal instructions, analyze, differentiate, memorize, read, coordinate, compile, compute, instruct, and maintain emotional control
- Valid Texas Driver’s License with driving record that meets the requirements of the District
- Valid Class "B" Texas Driver’s License (Commercial) with a driving record that meets the requirements of the District.
PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. While performing the duties of this job, the employee is regularly required to stand; walk; use hands to finger, handle, or feel; reach with hands and arms; and talk or hear. The employee frequently is required to sit and stoop, kneel, crouch, or crawl. The employee is required to walk or run to maintain control of students. The employee is regularly required to lift and/or move up to 100 pounds with assistance. This position requires the lifting of students. Specific vision abilities required by this job include close vision, distance vision, color vision, peripheral vision, depth perception and ability to adjust focus. The individual must pass a pre-employment physical examination to include vision, hearing, alcohol and drug testing.
WORK ENVIRONMENT:
The environmental characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions: The employee is occasionally exposed to risk of electrical shock. The noise level in the work environment is usually moderate. The foregoing statements describe the general purpose and essential responsibilities assigned to this job and are not an exhaustive list of all essential responsibilities and duties that may be assigned or qualifications that may be required. The District reserves the right to amend the essential responsibilities for this position.
Application to a specific job opening does not guarantee an individual will maintain this assignment permanently upon employment. All employees are subject to reassignment based on their qualifications and the needs of the District.
___________________________________________________________________________________________________________
While all applications will be reviewed, not all applicants will be interviewed.
North East Independent School District does not to discriminate on the basis of age, race, religion, color, national origin, sex, marital or veteran status, disability (or relationship or association with an individual with a disability), genetic information or other legally protected status in its programs, services or activities as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Education Amendments of 1972; and Section 504 of the Rehabilitation Act of 1973, as amended.
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