Job Description:

Location: District

Department: Curriculum & Instruction

Reports To: Principal and Director of Special Education

Term: Renewing 188-day contract beginning with the 2026-27 school year. Following the school calendar. (Prorated depending on start date)

Schedule: Mon-Fri Full-time

SUMMARY: Under general supervision, the Teacher of Students who are Deaf or Hard of Hearing (DHH) works directly with students in West Fargo Public Schools to provide quality education to students who are deaf or hard of hearing, ages 3 through 21 years, through a commitment to team participation in planning and implementation of student programs; an appropriate, community-based curriculum; communication and language development; social skill development; inter-district cooperation, and a strong parent-teacher-student linkage. Opportunities exist to develop and implement assistive listening technology; apply best practices, and support learners least restrictive environment.  
 
The DHH Teacher creates an engaging, nurturing, and safe learning environment that allows learners to develop their physical, social, and emotional wellbeing; providing instruction, future-ready skills, knowledge, and dispositions to be compassionate, lifelong-learners, and contributing citizens in a rapidly changing world.
 
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
Participates, as needed, as a member of a multidisciplinary team for the purpose of developing an evaluation and making recommendations based on individualized student needs.
Participates, as needed, in Individualized Education Plans for students who qualify for DHH supports for the purpose of developing an appropriate IEP.
Facilitates, inspires, and supports learner engagement, formative and authentic assessment, academic literacy, safe and compassionate learning environments, and technology integration through the coaching cycle framework to support learner learning.
Collaborates with audiologists, speech-language pathologists, and other related service providers.
Develops positive, effective working relationships with learners and staff.
Engages with other district staff in the professional learning community process.

Communication:
Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
Utilizes effective communication skills to facilitate connection and sharing of thoughts and ideas in multiple formats with diverse audiences.
Establishes and clearly articulates procedures and routines that promote efficiency and appropriate use of time.
Clearly communicates the instructional purpose of each lesson and makes connections to prior learning.
Engages learners in meaningful direct instruction, guided practice, and independent practice.
Utilizes questions, discussions, and dialogue that promote critical thinking about diverse perspectives, viewpoints, and experiences.

Compassion:
Proactively seeks to understand the ideas, opinions, and skills of others.
Empowers learners to be critical thinkers, enthusiastic learners, skillful researchers, and ethical users of information.
Understands the complexities of cultural and global issues and how they relate to employee and learners' experiences.
Partners with others to resolve potential controversy and conflict through respectful discussion.

Creativity:
Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.
Utilizes creative, critical thinking skills when faced with challenges.
Designs assessments that are aligned to the standards and learning targets and provides frequent opportunities for authentic and meaningful assessments.
Establishes a culture that values high expectations, work ethic, and a growth mindset.

Critical Thinking:
Maintains knowledge of communication modalities including spoken language, American Sign Language (ASL), total communication, and auditory/oral approaches.
Designs instructions and records progress of students.
Maintains accurate records (student performance data, clerical responsibilities) for the purpose of documenting accurate student information and reports.
Develops instructional plans, including language, communication, and auditory skill development, when necessary and appropriate.
Reasons, interprets, and analyzes information to generate new knowledge and understanding.
Demonstrates knowledge of content and pedagogy; explicitly connecting key concepts to develop learner skills.

Reflection:
Demonstrates understanding of the diverse social, emotional and developmental learning needs of learners.
Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.

Resilience:
Maintains composure while dealing with stressful situations.
Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.

Responsibility:
Acts to ensure appropriate IEP implementation in the area of ser ice, direct work of instructional assistants and support members of the IEP team.
Monitors delivery and frequency of Deaf/Hard of Hearing related service.
Prepares and supports use of assistive listening devices and communication supports (e.g., FM systems, hearing aids support, captioning, sign language resources, etc.).
Provides direct and consultative services to support access to curriculum and communication.
Manages student caseloads across multiple school settings.
Participates in building or program activities and meetings as appropriate for the purpose of collaboration and adherence to building and district policies and procedures.
Participates in professional growth activities on a yearly basis including workshops, in-services, professional learning and/or other available offerings for the purpose of increasing professional knowledge.
Proficiently uses technology to communicate, compile reports, and collect data for the purpose of providing accurate records a
Utilizes district guaranteed and viable curriculum including the scope & sequence of academic and social emotional learning targets along with the defined proficiency scales.
Plans a program of study that meets the individual needs, interests, and abilities of the learners.
Utilizes district behavioral plans as a backbone to promote positive learner behavior.
Fosters a safe and equitable learning environment.
Utilizes the district protocol for maintaining information on learner progress.
Utilizes knowledge of applicable federal and state laws regarding education and learners.
Creates an environment that is conducive to learning and appropriate to the maturity and interests of the learners.
Guides the learning process toward the achievement of curriculum goals and, in harmony with the goals, establishes clear objectives for all lessons, units, projects and the like to communicate these objectives to learners.
 
PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

While performing the essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
The specific vision abilities required for this role include close and peripheral vision.
The employee may be required to lift up to ~30 pounds.
The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions.
The employee will work in an environment that has a quiet to loud noise level.
 
Education and/or Experience:
North Dakota Teaching License with appropriate accreditation to teach applicable grade level and content area.
Bachelor's Degree in special education, hearing impaired and deaf education or similar area of study. The following would also be accepted:
An education teaching degree in DHH or endorsement in DHH.
An education teaching degree and qualified and willing to get a plan on file for DHH.
Master's Degree in Special Education is preferred.
Prior teaching experience is preferred.
Prior experience working in a school setting preferred.
 
Language Skills:
Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
Ability to communicate effectively verbally, expressively, and reactively.
 
Other Skills and Abilities:
Exercise confidentiality, discretion, and good judgment.
Adhere to the assigned work schedule by maintaining regular and punctual attendance.
 
SUPERVISORY RESPONSIBILITIES: 
None.

Salary: Positions follow the 2025-2027 Teacher Salary Schedule

To Apply: Please complete the application and include up-to-date, relevant submissions of your resume, letter of interest, and three letters of recommendation. Please also include your transcripts and a copy of your licensure through ESPB, if available.