Spoken Language Facilitator

POSITION TITLE Spoken Language Facilitator

WORKING TITLE Spoken Language Facilitator

SCHOOL/DEPARTMENT Exceptional Children

LOCATION South Topsail Elementary

PAY GRADEFLSA STATUS Exempt

REPORTS TO Principal at South Topsail Elementary

WORK WEEK SCHEDULE Monday - Friday

WORK HOURS 7:00AM-3:00 PM

MONTHS/YR 10

POSITION PURPOSE

The Spoken Language Facilitator will provide oral language and other support services to the deaf and hard of hearing students entrolled in Pender County Schools. The Spoken Language Facilitator’s primary roles include: promoting the understanding and use of language, language development, and facilitating communication among students who are deaf and hard of hearing with their hearing peers, classroom teachers, and other school personnel. The Spoken Language Facilitator will be supervised by a team of professionals including the Teacher of the Deaf and Hard of Hearing, Speech-Language Pathologist, and teaching staff. Other duties may be performed when not facilitating language; EL issues, physical facilities and contract personnel.

TRAINING AND EXPERIENCE

• High School Diploma
• Willing to learn how to use assistive technology devices

Minimum Qualifications

• Data Conception: Requires the ability to compare and/or judge the readily observable, functional, structural, or composite characteristics (whether similar to or divergent from obvious standards) of data, people or things.
• Interpersonal Communications: Requires the ability to speak and/or signal people to convey or exchange information. Includes receiving instructions, assignments, and/or directions from supervisors.
• Language Ability: Requires the ability to read correspondence and reports. Requires the ability to speak to people with poise, voice control, and confidence.
• Intelligence: Requires the ability to apply rational systems to solve practical problems and deal with a variety of concrete variables in situations where only limited standardization exists; to interpret a variety of instructions furnished in oral, written, diagrammatic or schedule form.
• Verbal Aptitude: Requires the ability to record and deliver information, to explain procedures, to follow oral and written instructions. Must be able to communicate effectively and efficiently in standard English. Include as necessary any professional language.
• Numerical Aptitude: Requires the ability to utilize mathematical formulas; to add and subtract totals; to multiply and divide; to determine percentages and decimals; and to apply the theories of algebra/statistics.
• Form/Spatial Aptitude: Requires the ability to inspect items for proper length, width, and shape.
• Motor Coordination: Requires the ability to coordinate hands and eyes rapidly and accurately in using automated office equipment or tools of the position.
• Manual Dexterity: Requires the ability to handle a variety of items, office equipment, etc. Must have minimal levels of eye/hand/foot coordination.
• Color Discrimination: Does not require the ability to differentiate between colors and shapes of color.
• Interpersonal Temperament: Requires the ability to deal with people beyond giving and receiving instructions. Must be adaptable to performing under minimal levels of stress and when confronted with persons acting under stress.
• Physical Communication: Requires the ability to talk and hear: (Talking: expressing or exchanging ideas by means of spoken words. Hearing: perceiving nature of sounds by ear). Must be able to communicate via telephone.

ESSENTIAL JOB FUNCTIONS

• Facilitates communication between the hearing impaired student and his peers and the student and adults in the educational environment.
• Monitors student’s comprehension and documents needs and problems encountered. Studies the content of the lessons prior to class to ensure accurate representation of the lesson.
• Tutors students who are hard of hearing under the direction of the teacher.
• Provides feedback to teachers upon request.
• Serves as liaison to promote positive and cooperative relationships within the school environment.
• Oversees daily maintenance and use of assistive devices performing simple troubleshooting as necessary.

ESSENTIAL DUTIES AND RESPONSIBILITIES

• Is punctual and has regular attendance
• Displays professional conduct in relationships with students, colleagues, parents and administrators
• Works as part of the educational team.
• Adheres to policies and procedures of Pender County Schools.
• Performs other related work as required.

WORKING CONDITIONS

PHYSICAL DEMANDS

• Must be physically able to operate a variety of equipment including computers, copiers, etc.
• Must be physically able to operate a motor vehicle. Must be able to exert up to 10 pounds of force occasionally; and/or a negligible amount of force constantly to lift, carry, push, pull or otherwise move objects.

WORK ENVIRONMENT

Must be able to work in office and public school environments, and come into direct contact with staff and students

WORK ENVIRONMENT

Must be able to work in office and public school environments, and come into direct contact with staff and students

DISCLAIMER: The above statements are intended to describe the general purpose and responsibilitiesassigned to this position. They are notintended to contain or be interpreted as a comprehensive inventory of all duties, responsibilities, andskills that may be required of theemployees assigned to this position. This description may be revised by the supervisor, with HR review

VERSION DATE(S) 6/9/2022