Early Intervention Provider

Description

Reports to:  Supervisor of Early Education Programs

Employment Information: This is a full-time, FLSA-exempt, 12-month union position. 

Summary:

The Early Intervention Teacher focuses on addressing the educational, social, and communication needs of deaf and hard of hearing infants, toddlers, and students, in collaboration with their families and educational teams. The teacher works across various school and community settings and homes to provide services in alignment with each child’s Individualized Family Service Plan (IFSP) or Individualized Education Plan (IEP). The goal is to support language development, provide resources, monitor progress, and ensure effective communication and educational strategies are in place to meet the unique needs of each child.

Responsibilities:

• Provide direct services to deaf and hard of hearing children and their families in home and community settings, ensuring adherence to early intervention procedures, timelines, and goals.
• Collaborate with families to foster language development in deaf and hard of hearing infants/toddlers, integrating strategies within natural, everyday environments
• Provide well-balanced, accurate information regarding communication opportunities to support families’ ability to make informed choices.
• Work closely with audiologists to support families in understanding their child’s hearing levels and available interventions
• Facilitate parents' ability to connect with community resources.
• Use evidence-based assessments to track and report on student progress across multiple domains, ensuring that educational and developmental milestones are met.
• Develop IFSP goals based on early intervention assessment data.
• Collaborate as an effective member of the interdisciplinary team.
• Complete mandated early intervention trainings in compliance with state and county standards.
• Perform listening checks and simple troubleshooting procedures on amplification devices and assistive technology.
• Provide in-service presentations for teachers including suggestions for environmental accommodations, teaching strategies and understanding of assistive technology.
• Plan instructional strategies for adapting curriculum and materials to meet individual student needs.
• Utilize data to develop and implement Individualized Education Plans (IEP) to meet the unique needs of the student.
• Prepare regular reports on student progress in alignment with Philadelphia County reporting standards and communicate updates to relevant stakeholders
• Foster self-advocacy skills among deaf/hard of hearing students.
• Maintain ongoing communication with parents regarding student progress.
• Model and exhibit PSD’s core values Students 1st, Language, Respect, Communication, and Community Engagement in all interactions, decisions, and professional responsibilities.
• Perform additional responsibilities as assigned to support student success.

Requirements

Qualifications:

• Bachelor’s Degree in Early Childhood Education, Special Education, Deaf Education, or related field required. Master’s Degree in Early Childhood, Deaf Education, Speech-Language Pathology, or related field preferred.
• Coursework or certification in early intervention services (IFSP/IEP) strongly preferred.
• Minimum of 2–5 years working with young children who are Deaf or Hard-of-Hearing.
• Experience implementing IFSPs and IEPs in early childhood settings.
• Experience collaborating with families, therapists, and multidisciplinary teams.
• Experience in home-based, community-based, or classroom early intervention programs preferred.
• Demonstrated American Sign Language (ASL) proficiency at a Level 3 (ASLPI) or above required; advanced proficiency preferred.
• Strong understanding of early childhood development, language acquisition, and deaf education principles.
• Ability to assess children’s developmental, language, and social-emotional needs and adapt interventions accordingly.
• Effective communication skills with families, children, and professional teams.
• Strong organizational skills to manage schedules, documentation, and progress tracking.
• Competence in using educational technology and maintaining accurate records.
• Ability to provide constructive feedback to parents and colleagues in a supportive, culturally responsive way.
• Knowledge of best practices in inclusive and play-based early childhood education.
• Ability to work independently, travel to homes or community sites, and collaborate effectively with a multidisciplinary team.

Physical Demands:

• Regularly required to stand, walk, bend, kneel, crouch, or reach while engaging with children in classroom, home, or community settings.
• Ability to lift, carry, and move instructional materials, toys, and supplies (up to 25 lbs).
• Manual dexterity for using educational tools, technology, and communication devices.
• Ability to safely interact with children in a variety of physical environments, including playgrounds, therapy rooms, and homes.
• Visual attention to monitor child behavior, assess developmental progress, and respond to communication cues.

Working Conditions:

• Work occurs in multiple environments, including homes, community settings, classrooms, and school facilities.
• May encounter diverse household conditions, varying cultural norms, and differing levels of family resources.
• Exposure to normal childhood activity-related noise, movement, and occasional unpredictable behavior.
• Travel between home visits, schools, and community locations is required.
• Occasional evening or flexible hours to meet family needs or participate in professional development.

Mental and Cognitive Demands:

• Maintain focus and attention while observing and interacting with children in multiple settings simultaneously.
• Assess developmental, social-emotional, and communication needs and adapt strategies in real time.
• Provide feedback and coaching to parents and caregivers in a manner that is clear, supportive, and culturally responsive.
• Plan, implement, and document individualized educational and therapeutic strategies consistent with IFSPs and IEPs.
• Exercise problem-solving and critical thinking when encountering challenges in home or community environments.
• Collaborate effectively with families, therapists, and educational team members to ensure coordinated services and student progress.

Pennsylvania School for the Deaf provides equal employment opportunities to all applicants and employees and strictly prohibits any type of harassment or discrimination in regard to race, religion, age, color, sex, disability status, national origin, genetics, sexual orientation, protected veteran status, gender expression, gender identity, or any other characteristic protected under federal, state, and/or local laws.

Consistent with the Americans with Disabilities Act (ADA), it is the policy of Pennsylvania School for the Deaf to provide reasonable accommodations to qualified applicants or employees with disabilities, as long as such accommodations do not impose an undue hardship or remove the essential functions of the job. The policy regarding requests for reasonable accommodation applies to all aspects of employment, including the application process. If reasonable accommodation is needed, please contact [email protected].