Education and Language Advocacy Specialist

The need for this position is anticipated to start at 108 days with the opportunity to grow to full-time school year (180 days). However, this position is dependent upon need and service agreements for the 2026-2027 school year, and may be subject to change. 

Position Title:          Education & Language Advocacy Specialist

Department:            Audiology / Special Services   

Reports To:              Director of Audiological Services

Supervises:              None

Classification:          Certificated/Exempt .60 FTE (108 days)

SUMMARY: The Education & Language Advocacy Specialist supports families, children, and educational teams by promoting accessible communication, language development, and family engagement for Deaf and Hard of Hearing children from birth through age 22. This position works collaboratively with the regional Teacher of the Deaf and multidisciplinary teams to provide American Sign Language (ASL) access, parent coaching, family support, and culturally responsive services across home, community, and educational settings. This position will be stationed at the ESD 123 main office and will involve regular travel throughout the ESD 123 region. All travel expenses eligible for reimbursement will be covered in accordance with OFM guidelines and applicable program requirements.

The ideal candidate is a certificated teacher or certified Teacher of the Deaf who is a native ASL user and has strong knowledge of Deaf culture, language acquisition, and family-centered practices.

ESSENTIAL FUNCTIONS:

• Partner with the Teacher of the Deaf to support Deaf and Hard of Hearing children and families in both Part C Early Intervention and Part B educational programs.
• Assist in facilitating transitions between early intervention, preschool, and school-age services.
• Participate in Individualized Family Service Plan (IFSP), Individualized Education Plan (IEP), and multidisciplinary team meetings as requested.
• Design and implement services outlined in the Individualized Family Service Plan (IFSP) utilizing a variety of evidence-based practices including, but not limited to, natural learning environments, caregiver coaching, and routines-based practices.
• Fluency in American Sign Language (ASL) and in written English.
• Perform ASL and provide language access for children and families across natural environments, classrooms, and community settings (e.g. Family Nights).
• Coach and support families in developing communication strategies, language-rich interactions, and access to Deaf community resources.
• Collaborate with educators, early intervention providers, audiologists, speech-language pathologists, and related service providers to support individualized student and family goals.
• Provide Developmental Services to children and families and might supervise, guide, and mentor direct services provided by a Developmental Associate (DA).
• Plan and conduct evaluations and/or assessments using developmentally, culturally, and linguistically appropriate, valid, and reliable tools, authentic assessment, and informed clinical opinion to establish eligibility and measure ongoing progress.
• Support culturally and linguistically responsive practices that honor family communication choices and promote language access.
• Provide family education regarding Deaf culture, language development, communication modalities, advocacy, and educational support.
• Assist in development of regional family engagement opportunities, workshops, and community connections.
• Maintain documentation and records in accordance with district, state, and federal requirements.
• Travel throughout the regional service area to provide in-home/school direct support and consultation.
• Follow all applicable Board Policies and Procedures and maintain confidentiality. 

 Supervisory: None

 OTHER JOB FUNCTIONS:

Performs related duties as assigned.*

• Compile and maintain up-to-date files and data related to evaluations, outcome plans, and intervention progress for children and families.
• Prepare written materials such as procedures, guidelines, and training materials to support the delivery of high-quality early intervention services.
• Collaborate with parents, local school district personnel, and community agencies to enhance service coordination and promote seamless support for children and families.
• Provide direct assistance to school districts (e.g. procedures, Part C services and regulations, transition, child find, models for intervention, screening, and assessments) for the purpose of delivering services which conform to established guidelines.
• Assist other personnel when needed to ensure an efficient and effective team.
• Utilize technology effectively, including proficiency in Google Drive, Outlook, Google Docs, Adobe, PowerPoint, and other relevant tools to enhance communication, documentation, and collaboration.
• Strive to be a part of a healthy work culture.
• Adhere to all Board policies and procedures, maintaining confidentiality and compliance with HIPAA and FERPA regulations.

*Related duties as required are duties that may not be specifically listed in the Position Description but are within the general occupational series and responsibility level typically associated with the employee's classification of work.

 QUALIFICATIONS: 

• Meet one of the following pathway qualifications as required by DCYF for Deaf & Hard of Hearing (DHH) Family Coordinator:
  • Pathway #1:
    • Bachelor's degree in Early Childhood Special Education or Inclusive Early Childhood Education; or
    • Bachelor's degree and completion of an accredited program for Education of Children/Students who are Blind or have Low Vision (BLV), Deaf or Hard of Hearing (DHH), or DeafBlind (DB).
• Pathway #2:
  • Bachelor's degree in Child Development, Child and Family Studies, Early Childhood Education, Elementary Education, Human Development, Special Education; and
    • Completed courses in Child Development, Family Systems/Family Centered Practices*, Assessment & Evaluation, and Interventions/Curriculum Development*; or
    • Degree can be waived, with completed course work as outlined above and at least 4 years experience working directly with children with disabilities, and their families as a substitute for Family Systems/Family Centered Practices or Interventions/Curriculum Development.
  • * Review DCYF position requirements for additional details
• Completion of ESIT's in-service training framework or the ability to complete it within the first year of hire.
• Reliable personal transportation with appropriate automobile insurance and willingness to travel.
• Valid Washington State teaching certificate or eligibility for certification.
• Teacher of the Deaf endorsement preferred.
• Native or near-native fluency in American Sign Language (ASL).
• Strong knowledge in ASL communication methods, including speech reading, and assistive technology.
• Experience working with Deaf and Hard of Hearing children and families across a range of communication modalities.
• Experience in early intervention and/or educational settings serving children birth through age 22 preferred.
• Experience supporting language acquisition and family coaching practices preferred.
• Experience facilitating family engagement and community outreach activities preferred. 

Requires knowledge and or abilities to:

• Knowledge of Deaf culture and Deaf community resources.
• Knowledge of IDEA Part C and Part B services.
• Ability to collaborate effectively within multidisciplinary teams and family-centered service models.
• Ability to develop and maintain professional relationships with district staff, co-workers, supervisors, and community members.
• Ability to establish rapport and work constructively with staff, students, parents, and community members.
• Ability to communicate effectively, in oral and written form.
• Ability to maintain knowledge of best practices and laws governing behavioral supports for students with disabilities. 

WSP/ FBI background clearance required.

Position Benefits:

• Opportunities to receive on the job training 
• Access to full benefits (SEBB medical, vision, and dental insurance. WA DRS SERS retirement plan. Medical reimbursement account, Life and Long-Term Disability Insurance etc.)
• Access to the agency's wellness program
• Paid sick leave (8 hours per month)
• Paid personal leave (start at 16 hours per year)

TRAITS THAT YOU MUST POSSESS:

• Proactive self-starter. A strong sense of taking the initiative and moving forward without waiting to be told what to do and how to do it.
• Flexible and can thrive in a fast-paced environment where you may have to wear several hats.
• Possess confidence while being humble – lack excessive ego or concern about status. Willing to share credit, emphasize team over self and define success collectively rather than individually.
• Hungry – always looking for more. More things to do, learn, and take responsibility for. Constantly thinking about the next step or opportunity.

• Smart – have common sense about people. Good judgment and intuition around the subtleties of group dynamics and the impact of your words and actions.

   

THESE STATEMENTS MUST RESONATE WITH YOU:

"Yes, that is possible. Let me handle it, I'll figure it out."

"I am not sure, but I will find out for you."

"I have not done that before, but I can do it."

"I take a see-it, own-it, solve-it, do-it approach."

ABOUT OUR TEAM AND AGENCY

Helping students realize their dreams and aspirations is at the heart of everything we do at ESD 123. We accomplish this by embracing our employees as One Team, and operating with loyalty and commitment through compassion, dedication, and collaboration. At ESD 123, we strive to offer the highest quality customer experience by committing to our Culture Playbook, and always looking for ways to say, "Yes, and…"  Each member of our ESD team must be humble, hungry, and smart, with a focus on making his or her teammates look good while working toward achieving our mission. 

We want this position to be one that you are or can be passionate about and look forward to embracing. We want you to grow, be challenged, and have fun while doing things that you are skilled at and enjoy. We are looking for someone who is proud to join our ESD One Team!

WORKING CONDITIONS/PHYSICAL REQUIREMENTS:

Work is performed primarily in a home or educational environment. Travel is required to local school districts, program sites, and family homes.  Sitting for extended periods of time may be required. Lifts and carries a maximum of 35 pounds. Adequate manual and finger dexterity, hearing, speech, and vision are necessary to perform the essential functions of this position.

Hazards: Those present in a normal office environment; no known significant hazards.