Provide overall administrative leadership within the Georgia Department of Education (GaDOE) State Schools Division of a state-operated school for Deaf and hard-of-hearing students aged 3-21 years with Individualized Education Programs (IEPs);
Provide leadership in the strategic-planning and implementation process for continuous improvement including implementing an effective leadership system to ensure the school empowers both adults and students to put learning at the center of their daily activities, reduce the variability in the quality of instruction across all classrooms, and cultivate and distribute leadership by developing others to accomplish the group’s purpose while encouraging leadership development across the organization;
Provide effective coordination and leadership of the instructional program including ensuring a coherent instructional system that plans for and delivers quality instruction and monitors student progress and a supportive learning environment that provides a strong multi-tiered system of supports and a positive and healthy student learning community that yields a healthy school climate and culture;
Administer human resources function in accordance with established procedures, protocols, and policies and ensuring a professional capacity system that is intentional in locating, developing, and retaining teachers and leaders that are the best fit for the school to achieve its mission (to provide a language-rich, student-centered learning environment through American Sign Language and English for the purpose of empowering students to live independent, fulfilling lives and to become productive, contributing members of society) while reinforcing the effective practice of constant collaboration necessary to improve instructional quality in all classrooms;
Maintain effective communication with parents/guardians, faculty and staff, community members, local education agencies, other offices/divisions within the GaDOE, and public/private organizations; and
Manage the school and its resources with an organized, intentional, explicit set of processes routinely used to plan, direct, and monitor the use of available resources (including school budget development, implementation, and monitoring) to effectively support increased student achievement while driving improvement efforts that methodically, intentionally, and effectively improve the school’s major systems, structures, and processes.
Master's degree in education, administration, public administration, or a related administrative field in the area of assignment from an accredited college or university AND L?5 certification AND seven years of program management experience in an educational setting
American Sign Language (ASL) proficiency at an advanced level to engage in one-on-one, small group, and large group discussions independently without the use of an interpreter
Eligibility for Georgia teaching certification in Deaf education
Knowledge of federal and state special education laws and implementing IEPs including transition services per the Individuals with Disabilities Education Act
Knowledge of Georgia law O.C.G.A § 30-1-5 regarding the creation and operation of the Georgia Commission for the Deaf or Hard of Hearing, including GaDOE implementation responsibilities
Experience creating, implementing, and monitoring school improvement plans and short-term action plans
Experience closing the academic achievement gap for students with additional disabilities
Experience leading, supporting, and monitoring staff in implementing the Georgia Standards of Excellence through standards-based instruction and learning
Experience implementing Georgia’s Systems of Continuous Improvement framework
Knowledge of current research and evidence-based teaching practices related to the education of Deaf and hard-of-hearing students (e.g., Bilingual-bicultural programming and Foundations for Literacy)
Experience implementing Career, Technical, and Agricultural Education (CTAE) programming
Experience implementing effective school safety planning that incorporates comprehensive, ongoing assessments of the school and community to design a highly customized plan
Experience using College and Career Ready Performance Index (CCRPI) data to inform and drive school improvement efforts (e.g., student achievement and school climate)
Experience using Georgia’s formative and summative assessments data, aggregated and disaggregated, to improve student achievement
Experience leading, guiding, coaching, training, and documenting performance evaluations for staff through the Teacher Keys Effectiveness System and the Leader Keys Effectiveness System
Experience implementing early intervention programming
Experience preparing and/or administering a budget
Experience in program planning, implementation, and evaluation
Experience applying technology in an educational setting for student and teacher use
Native/Native-like ASL skills
Possesses an understanding of Deaf culture
Strong command of the written English language
Experience facilitating small and large group meetings
Experience implementing newly adopted curriculum materials selected by the Central Office and Curriculum Adoption Committee
Additional Salary Information: Salary/Benefits:
Pay Grade R = $85,324.50-$149,317.88. Benefit options include life, disability, dental and health insurance; annual/sick leave; and Teachers Retirement or Employees’ Retirement.
About Georgia Department of Education State Schools Division Atlanta Area School for the Deaf
At the Atlanta Area School for the Deaf is to provide a language-rich, student-centered learning environment through American Sign Language and English for the purpose of empowering our students to live independent, fulfilling lives and to become productive, contributing members of society.
We Believe optimal learning occurs in an English/ASL bilingual environment.
We Believe each student is a valued individual with unique physical, social, emotional, and intellectual needs.
We Believe that school, family, and community support is critical to student achievement.
We Believe early intervention and language acquisition are imperative for student success.
We Believe in utilizing innovative and differentiated strategies that include the use of technology.
We Believe in ongoing, collaborative, professional learning to foster the continuous improvement of our program.
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