Long-term Substitute Teacher - Culinary at The Learning Center for the Deaf Inc

Framingham, Massachusetts, United States -

Full Time

Start Date

Immediate

Expiry Date

04 Jun, 26

Salary

27.0

Posted On

06 Mar, 26

Experience

2 year(s) or above

Remote Job

Yes

Telecommute

Yes

Sponsor Visa

Skills

American Sign Language, Culinary Instruction, Lesson Planning, IEP Implementation, Career and Technical Education, Employability Skills, Industry Practices, Experiential Learning, Data Assessment, Collaboration, Independent Living Skills, Job Training, Work-Based Learning, Career Exploration, Safety Regulations, Written English Competency

Industry

Non-profit Organizations

Description

Description Career & Technology Education Marie Philip School Non-Exempt/Hourly 11-Month Temporary/Part-Time/As Needed Hourly Pay Range: $25.00 - $27.00 In-Person American Sign Language Required *Benefits Options May Include: Employer-Matching 403(b) About TLC: The Learning Center for the Deaf is a nationally-recognized leader of services for deaf and hard of hearing children, adults and families. To learn more, click the following link, https://www.tlcdeaf.org/about/pioneer-and-innovator. For our Mission, click the following link, https://www.tlcdeaf.org/our-mission-and-values. TLC Diversity Statement: The Learning Center for the Deaf is on a journey to create an inclusive and welcoming space for people of all backgrounds. Together, we continue to build an inclusive culture that encourages, supports, and celebrates our TLC community members' diverse narratives. We embrace and value multiple approaches, experiences, and perspectives. TLC believes that diversity fosters innovation. We are committed to cultivating a place where everyone can feel they belong. About Marie Philip School: MPS enrolls nearly 150 deaf and hard of hearing students on our Framingham, MA campus in an ASL/English bilingual, bicultural educational model. About Walden School: Walden School is a nationally-recognized residential therapeutic and education program for deaf children and youth ages 8 to 22 who have often experienced significant adverse childhood events as well as language deprivation. POSITION SUMMARY: Long-term Substitute Teachers of the Deaf create, with the students, a community of learners where students feel respected and honored. Teachers set instructional objectives, design and prepare instruction and plan and implement various supportive activities that meet age appropriate emotional, physical and instructional needs of students. Teachers communicate learning goals and high standards and expectations to students. Teachers build positive relationships with parents and colleagues, in order to enhance each student’s ability to learn effectively. Develops and implements Culinary lesson plans and instructional materials aligned with student ability levels, Individualized Education Plans (IEPs), and state curriculum frameworks. Delivers career and technical education instruction that builds students’ academic, technical, and employability skills for success in real-world workplace settings. Incorporates relevant industry practices, tools, technology, and equipment to support experiential learning. Assesses and documents student progress using appropriate data and serves as an advisor and advocate for students. Collaborates with colleagues in a team or departmental structure as assigned. SUPERVISOR: CTE Coordinator FUNCTIONS AND RESPONSIBILITIES: Provides and ensures the delivery of high-quality Culinary instruction to CTE students, which may include independent living skills, academic and career-related learning activities, job training, work-based learning experiences, career exploration, and career assessments, in accordance with departmental goals and objectives. Adhere to safety regulations including the safety of students/staff. Plans instruction effectively, engages learners and uses appropriate instructional techniques. Monitors student understanding of the curriculum and adjusts instruction, materials, or assessments, where appropriate. Works collaboratively with other school staff on designing and emphasizing integrated activities for the purpose of developing academic skills appropriate for career. Some lifting may be required when working with young students or students with special needs, however, TLC embraces and celebrates a spirit of inclusion and diversity, and reasonable accommodations and modifications will be made whenever possible. The diversity of our student population may require that some assignments have a heavier physical responsibility due to safety. May be required to drive students or clients and additional driving responsibilities as needed. Perform other tasks as assigned by the Department Supervisor and/or Program Leader. This job description is not designed to cover or contain a comprehensive listing of activities, duties or responsibilities that are required of the employee. Duties, responsibilities, and activities may change or new ones may be assigned at any time with or without notice. The Learning Center for the Deaf provides equal employment opportunities to all employees and applicants for employment and prohibits discrimination and harassment of any type without regard to race, color, religious creed, national origin, sex, pregnancy, gender identity/expression, age, criminal record, disability, sexual orientation, familial status, veteran status, marital status and any other legally protected characteristic. This policy applies to all terms and conditions of employment, including recruiting, hiring, placement, promotion, termination, layoff, recall, transfer, leaves of absence, compensation, and training. TLC embraces and celebrates a spirit of inclusion and diversity, and reasonable accommodations and modifications will be made whenever possible. Requirements Bachelor’s Degree in Deaf Education, Special Education, or a related field preferred Knowledge of vocational instructional strategies and how they can be employed to deliver curriculum and assess student learning, various methodologies as research related to learning and working with post-secondary high school aged youth Relevant industry experience preferred Written English language competency Ability to work effectively as part of an educational team A valid driver’s license in good standing A minimum of conversational fluency in American Sign Language required, with native, or near-native ASL fluency preferred ASL Classes may be required based on ASL fluency PHYSICAL REQUIREMENTS: Must be physically able to perform all duties of the job, including but not limited to, bending, reaching above shoulder level, prolonged standing or sitting.

Responsibilities

The substitute teacher will develop and implement Culinary lesson plans aligned with student abilities and IEPs, delivering career and technical education instruction to build academic, technical, and employability skills. Responsibilities include incorporating industry practices for experiential learning, assessing student progress, and collaborating with colleagues to enhance student learning.