The Tucker-Maxon School was founded in 1947 by parents of children who were deaf. These families wanted their deaf
children to learn to listen and talk like the rest of their family. After much investigation and observation around the
country, they started the first classes in one of the family’s living room. Things have changed a great deal since that time, in
location, technological developments, and pedagogy. What have not changed are the core components behind everything
we do: Creativity – Confidence – Conversation – Community. The following job description reflects these core principles
along with best practices as outlined in the OPTIONSchools Accreditation.

Qualifications:
MA in Education of the Deaf/Hard of Hearing or MS Speech Language Pathology
Oregon State Teaching License or Current Oregon State License in Speech Language Pathology
Certification or ability to obtain Listening and Spoken Language (LSLS Cert AVEd/ AVT) preferred
Experience in Early Intervention
Ability to obtain credentials with insurance companies

1. Organization of Early Intervention
1.1 Early Interventionist’s role confirms the belief that the parent(s) are the “experts” on their
child; they know their child best, but need guidance on the issues surrounding hearing loss.
1.2 Early Interventionist evaluates each student and determines present levels of performance
through observation and informal assessments in all areas to include, receptive language,
expressive language, auditory development, cognitive/pre-academic, and communicative ability
within 45 days of child entering the program.
1.3 Early Interventionist prepares an IFSP that specifically targets all areas of need as determined
by the present levels of performance mentioned in #1.2 above, with appropriate record keeping
documentation, and IFSP meetings every six months.
1.4 Early Interventionist observes family members and/or significant “others” who regularly
interact with the child and determines where communication is breaking down between these
primary adults and the child.
1.5 Early Interventionist prepares logical, developmental lesson plans that target the areas
identified in numbers 1.1 and 1.3 above, and provide practice for both the child and the family.
Teacher incorporates curricula that address the needs of both the child and parent.
1.6 Early Interventionist demonstrates mastery of language development, auditory development,
and the impact that hearing loss has on the child’s social, language, auditory, and academic
development.
1.7 Early Interventionist demonstrates unconditional respect for children and their well-being
without regard to race, religion, socioeconomic, gender and physical limitations in policies, actions
and interactions.
1.8 Early Interventionist demonstrates respect for the family’s home, other family members,
religious beliefs, circumstances, socio-economic status, and native language spoken in the home.

1.9 Early Interventionist maintains objective, professional role with the family even though they
meet with the family frequently at school or in the family’s home.
1.10 Early Interventionist has access to written policy and procedures for referral to other agencies
when situations arise during family visits that are beyond the scope of the staff’s training.
1.11 Early Interventionist honors and respects the child’s privacy and confidentiality in all
communications and situations.
1.12 Early Interventionist adheres to written guidelines for the reporting of child abuse and neglect.
1.13 Early Interventionist will maintain state certification and/or licensure, and LSLS Certification
(Highly recommended, not required).
1.14 Within one year of reaching the required levels of experience, we highly recommend that the
Early Interventionist will complete the application to sit for the LSLS Cert. AVEd. Or Cert. AVT
Certification through the AG Bell Academy.
1.15 Early Interventionist will apply to be credentialed by the top 7 insurance companies within one
month of starting their new role.

2. Teaching Techniques
2.1 Early Interventionist utilizes “coaching” techniques to help the parent develop and practice
strategies that help the child learn to listen and talk.
2.2 Early Interventionist helps the family provide balanced opportunities throughout the day for
the child to listen, process and speak.
2.3 Early Interventionist provides information to parents in ways that insure equal access to the
materials and ideas necessary for understanding their child’s hearing loss, language, auditory and
cognitive needs.
2.4 Early Interventionist integrates the needs related to deafness into a well-balanced lesson that
focus on the “whole child.”
2.5 Early Interventionist requires family to use listening and spoken language with their child to
communicate his/her needs to others, interact with adults and children, and access information
during the Teacher’s sessions with the child and family.
2.6 Early Interventionist monitors overall noise level and makes sure it is appropriate for the
activity, and that the adult voices do not dominate. Teacher will help family improve noise level of
their home when necessary.
2.7 Early Interventionist coaches the family to interact frequently with child showing warmth,
interest, and respect.
2.8 Early Interventionist coaches the family to respond appropriately to child’s attempts to
communicate, modeling the language he/she needs to communicate and interact in each particular
situation.
2.9 Early Interventionist coaches the family to secure the child’s auditory and/or visual attention as
appropriate before speaking.
2.10 Early Interventionist coaches the family to direct his/her communication to the child, speaking
in a friendly and courteous manner.
2.11 Early Interventionist coaches the parent to use positive approaches to help child interact and
communicate.
2.12 Early Interventionist uses family’s learning time efficiently and effectively by pre-planning with
the family for the next session: what will they do and why, and who will gather the materials?

2.13 Early Interventionist encourages family to use the materials of their own home when making a
home visit.
2.14 Early Interventionist coaches family to encourage social behaviors in their child such as
cooperating, helping, taking turns, and talking to solve problems. To this end, children are given
models for the necessary language and behavior they need in each situation and at the moment it
happens.
2.15 Early Interventionist coaches family to encourage literacy development by reading books or
poems daily, writing down experience stories children dictate, and encouraging age-appropriate
interest in writing.
2.16 Early Interventionist will show sensitivity and compassion when discussing difficult issues
2.17 Early Interventionist will be flexible if the child is having a rough day and/or the parent needs to
talk– a session may look different than what was planned
2.18 Early Interventionist will be flexible in using a mode of communication that works best for the
family (remote, on campus, at home)
2.19 Early Interventionist will research/find and share information that the parents are interested in
learning more about

3.Community and Collaboration
3.1 Early Interventionist cooperates as an active educational member in the development of the
total school program.
3.2 Early Interventionist displays an openness to new ideas. Teacher seeks information and
demonstrates an attitude of life-long learning.
3.3 Early Interventionist demonstrates respect for and fosters sound relationships with students,
parents, fellow teachers, non-teaching personnel, and administration through established channels
of communication.
3.4 Early Interventionist’s conduct in all situations provides an appropriate example for students.
3.5 Early Interventionist participates in all required meetings, in-service sessions, conferences
and/or IEP/IFSP meetings as part of professionally-required standards for salaried and/or hourly
professionals.
3.6 Part-time Early Interventionist works assigned hours as scheduled, and full-time Early
Interventionist works and will be present on campus 8:00 AM to 4:00 PM all school and work days
unless Early Interventionist has previously negotiated a different schedule with the Executive
Director.
4.Community Engagement and Outreach
4.1 Early Interventionist will create and distribute Early Intervention pamphlets and resources to
families, local Audiologists, Speech Pathologists, CI surgeons, hospitals.
4.2 Early Interventionist will network and act as a liaison with above professionals and impart
information on the importance of Early Intervention.
4.3 Early Interventionist will track outcomes and identify common barriers to EI enrollment.
Physical Demands.

The physical demands described here are representative of those that must be met by an employee to
successfully perform the essential functions of this job.
 Standing, walking, sitting, talking/listening, reaching with hands and arms.
 Lifting up to 25-30 pounds (preschool child) in an emergency situation.
 Drive to Portland area meetings/events.
 The work environment characteristics described here are representative of those an employee encounters
while performing the essential functions of this job. This includes an environment with moderate noise.
The duties listed are intended only as illustrations of the various types of work that may be performed. The
omission of specific statements of duties does not exclude them from the position if the work is similar, related,
or a logical assignment to the position.
The job description does not constitute an employment agreement between the employer and employee and is
subject to change by the employer as the needs of the employer and requirements of the job change.

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