Teacher (Elementary)

This is a full-time, FLSA-exempt, 10-month union position reporting to the Supervisor of Early Education Programs, K-12 Principal, or Supervisor of Transition Programs.

About the Role

The Teacher is responsible for providing high-quality instruction and support to students across Preschool through Transition Academy, depending on the department. Teachers plan and deliver lessons, support student learning and development, model and use American Sign Language (ASL) consistently, and adapt instruction to meet individual student needs. This role involves collaborating closely with teachers, aides, therapists, and other specialists to ensure a safe, inclusive, and engaging learning environment. Teachers draft and implement IEPs, track student progress, and support students’ academic, social-emotional, and communication development.

Department-specific responsibilities vary, including play-based learning in preschool, multiple core subjects in elementary, subject-specific instruction in middle and high school, and individualized post-secondary instruction in Transition Academy.

Responsibilities

• Serve a student population spanning Early Childhood to Secondary, with classes organized by age and academic levels.
• Collaborate with other teachers and aides in curriculum planning and the implementation of instructional units.
• Work closely with support personnel (e.g., therapists, communication specialists, behavior support staff) to create an integrated and holistic educational experience for each student.
• Develop and implement Individualized Education Plans (IEPs) in collaboration with parents and school districts, ensuring that instructional activities align with the school’s educational philosophy and mission.
• Plan and execute lessons that facilitate students’ natural acquisition of language through experiential, inquiry-based activities, incorporating a multicultural perspective and highlighting the Deaf community and Deaf role models as linguistic and cultural models.
• Ensure instruction is developmentally appropriate, based on the principles of child growth and development.
• Stay current with research in Deaf education, child development, and pedagogical methods to improve classroom effectiveness.
• Participate in professional development opportunities to enhance teaching practices and contribute to the educational community.
• Model and exhibit PSD’s core values: Students 1st, Language, Respect, Communication, and Community Engagement in all interactions, decisions, and professional responsibilities.
• Perform other duties as assigned to support student success.

Department-Specific Responsibilities

• Preschool: Play-based learning, explicit ASL modeling, early literacy, and social-emotional skill development. IEP case management, social-emotional skills development, and progress monitoring.
• Elementary: Core subjects instruction with differentiation and classroom routines. IEP case management, social-emotional skills development, and progress monitoring.
• Middle/High School: Subject-specific instruction, IEP case management, and department-wide responsibility for contributing to subject-specific IEP info on all students, social-emotional skills development, and progress monitoring.
• Transition Academy: Individualized, post-secondary-focused instruction aligned with career and life skills goals. IEP case management, social-emotional skills development, and progress monitoring.

Requirements

• Bachelor’s Degree from an accredited college/university in Deaf Education or a related field required. Master’s Degree preferred.
• Possession of or eligibility for appropriate certification from the Pennsylvania Department of Education.
• Demonstrated American Sign Language (ASL) proficiency at a Level 3 (ASLPI) or above required; advanced proficiency preferred.
• Experience working with Deaf children of the age range to be served is preferred (Early Childhood, Elementary, or Secondary).
• Understanding and acceptance of communication principles which emphasize full accessibility to all communication in the school environment, the importance of self-expression, and respect for each individual’s communication needs.
• Understanding and knowledge of child growth and development.
• Understanding of and experience with a culturally diverse population.
• Experience working as a member of an instructional team is preferred.

Physical Demands

• Regularly required to stand, walk, and move around the classroom to engage with students and support learning activities.
• Ability to lift, carry, and move instructional materials, books, and classroom supplies (up to 25 lbs).
• Occasional bending, stooping, kneeling, crouching, reaching, and twisting while assisting students or managing classroom activities.
• Manual dexterity required for writing, operating classroom technology, and using instructional tools.
• Attention to visual and other communication cues to monitor student behavior and assess learning activities.

Working Conditions

• Work is performed primarily in a classroom environment with regular exposure to groups of students. Classrooms may be noisy and fast-paced during lessons or transitions.
• Some travel may be required for field trips, internships, or school-related events.
• May occasionally work outside standard hours for meetings, parent conferences, or school events.

Mental & Cognitive Demands

• Maintain attention to multiple tasks simultaneously while monitoring student behavior and engagement.
• Assess and respond to the individual academic, social-emotional, and communication needs of students.
• Plan, prepare, and adapt lessons to accommodate a diverse student population, including those with language deprivation or specialized learning needs.
• Maintain clear documentation for student progress, IEP goals, and classroom activities.
• Exercise judgment and problem-solving skills to manage classroom challenges and implement appropriate interventions.
• Collaborate effectively with team members and support personnel to ensure coordinated instruction and services.