Language Facilitator

MUSKEGON AREA INTERMEDIATE SCHOOL DISTRICT JOB DESCRIPTION

JOB TITLE: Language Facilitator for the for Deaf & Hard of Hearing Program

CLASSIFICATION: Hourly

REPORTS TO: Director of Special Education & D/HH Program Coordinator

SUPERVISES: Not Applicable

DEADLINE FOR APPLICATIONS:

All candidates must apply online at

TERMS:

This position is a 194 total paid days position offering full family medical, dental, and vision benefits. Dental, vision, and life insurance are paid by the district at no cost to the employee. Personal business days and sick time paid. Retirement through the Office of Retirement Services (Pension Plus or Defined Contribution).

SALARY RANGE:

This position is on the hourly, nonunion Grade H Scale, $20.8817-27.4972 per hour.

GENERAL JOB FUNCTION:

Language Facilitators act as support for communication between Deaf/Hard of Hearing students and non-signing members of the school community. Key responsibilities include language facilitation for instructional and

non-instructional content, adapting language approaches based on students' IEPs, and facilitating peer interactions both in and out of the classroom. The role extends to language facilitation for school events, ensuring an accessible communication environment, and preparing resources to support language development. Additionally, the facilitator guides students and staff on the role of language, promotes student independence and self-advocacy, and provides input in IEP meetings.

ESSENTIAL JOB FUNCTIONS:

1. Facilitating communication between all members of the school team around instructional content and non-instructional content, classroom environment and peer interaction, both in out of the classroom;

2. Facilitate communication at assemblies, field trips and school functions (may mean additional contract time for events outside of school day);

3. Adapt communication approaches in the language modality identified in the student's IEP and at the language and cognitive level of the student; adaptations may include strategies such as expanding explanation of new vocabulary, repeating and reinforcing new concepts and re-explaining information in a more spatial/

ASL-grammatical manner;

4. Assisting the student(s) and the professionals in understanding the role and responsibilities of the language facilitator;

5. Facilitating development of age-appropriate use of working with a language facilitator;

6. Ensuring an appropriate visual/auditory communication environment (e.g., lighting, seating);

7. Preparing for content and message delivery including class content and securing resources to support student language development as well as subject specific vocabulary;

8. Providing clear and appropriate information for substitute language facilitators;

9. Upon request, attend IEP meetings as a member of the team to provide information on the student's use and benefit of the language facilitator;

10. Promote student independence and self-advocacy;

11. Determine appropriate language modality and address concerns related to a student's language, communication needs;

12. Act as a resource for the multidisciplinary team on students working with a language facilitator for language modality and the roles and responsibilities of the position;

13. Demonstrates appropriate use of fingerspelling as the process of spelling out words by using hand shapes that correspond to the letters of the word;

14. Perform other tasks and responsibilities as assigned by the Director of Special Education & D/HH Program Coordinator

MINIMUM QUALIFICATIONS:

1. No physical or mental restrictions that would, with reasonable accommodation, prevent performance of the essential job functions and responsibilities

2. Basic knowledge and use of American Sign Language (ASL) with a willingness to become proficient

3. Previous experience working with students in an educational setting is preferred

NOTABLE PHYSICAL REQUIREMENTS:

1. Standing/Walking up to 6 hours per day

2. Sitting up to 1 hour per day

3. Lifting up to 35 pounds 2 to 3 times per hour for 7 hours

4. Fine motor skills required to do things such as write, pick up small objects, assist student with buckles and snaps

5. Gross motor skills required to do things such as shift weight from foot to foot while balancing a load with hands and arms, lift large objects, and lift limbs of student

6. May be required to pass a MAISD-paid physical examination and/or back x-ray before an unconditional offer of employment can be made.

TYPICAL WORK ENVIRONMENT:

Most work is accomplished in a classroom environment, at community job sites or in a community based instructional site.

EVALUATION:

Understanding the Organization:

• Focuses on, commits to, and articulates the purpose and mission of the organization

• Establishes and maintains effective internal and external customer relationships

• Applies knowledge of internal structures, processes and culture

• Serves as a strategic partner to build, grow and maintain profitable and long-lasting relationships with key stakeholders

Making Complex Decisions:

• Considers all relevant factors and uses appropriate decision-making criteria

• Consistently uses data in making recommendations or decisions

• Asks the right questions to accurately analyze situations

• Is respected by others for displaying student-focused decisions

• Takes a proactive approach as an effective liaison between multiple and diverse stakeholders

Taking Initiative:

• Gets the most out of available resources

• Introduces new ways of looking at problems and focuses on ways of continuous improvement for the organization

• Takes personal responsibility for decisions, actions and failures

• Identifies and seizes new opportunities with a student focus

• Adapts quickly to changing resource requirements

Building Collaborative Relationships:

• Actively listens and partners with others to get work done

• Balances own interests with others and contributes to a work climate that values different perspectives and cultures

• Acts with diplomacy and tact

• Finds common ground and drives to consensus

• Takes a proactive approach to relate, build and maintain rapport with stakeholders

• Understands interpersonal and group dynamics and responds in an effective manner

Being Authentic:

• Readily tackles tough assignments and follows through on commitments

• Maintains high standards of honesty and integrity in a credible and transparent manner

• Shows personal commitment and takes action to continuously improve

• Provides direct and actionable feedback

• Shows consistency between words and actions

• Keeps confidences

Being Flexible and Adaptable:

• Adapts to changing conditions

• Displays a positive attitude despite adversity

• Readily learns and adopts new technologies

• Remains calm and productive in uncertain situations

• Takes on the challenge of unfamiliar tasks

CREDENTIALS, SPECIAL SKILLS OR KNOWLEDGE, EXPERIENCE AND OTHER EXPECTATIONS FOR THIS POSITION:

Interpersonal Skills - Strong interpersonal skills are vital to ensure effective relationships with the teacher, other team members and parents and students.

WORK LOCATION(S):

Work may be performed in any centralized special education classroom operated by the MAISD, at community-based instructional sites, or at community job placement sites.

TRAVEL/OVERTIME EXPECTATIONS:

Overtime may be occasionally required and is paid according to the applicable bargained agreement. Travel may be periodically necessary to and from instructional sites or to meetings or conferences in the area.

It is the policy of the Muskegon Area Intermediate School District that no staff member, candidate for employment, program participant, or recipient of services shall experience discrimination on the basis of race, color, national origin, sex (including sexual orientation or transgender identity) disability, age, religion, height, weight, marital or family status, military status, ancestry, genetic information, or any other legally protected category (collectively "Protected Classes"), in its programs and activities, including employment opportunities. Inquiries related to issues of discrimination on the basis of disability should be directed to the Director for Special Education at . All other discrimination inquiries or requests for special accommodations to participate in a program, event, or activity should be directed to the Associate Superintendent for Human Services at .