Educational Audiologist (for the 2025/2026 school year) - Vacancy ID: 227049

Position Purpose: To ensure that all deaf and hard of hearing students have full access to modes of communication (due to auditory deficits) in their learning environments. 

Essential Functions:

• Follows the Core Values of the Green Bay Area Public School District as a driver of our words and actions.

• Excellence:  Students and educators analyze, pursue learning, research, think creatively and work independently and/or collaboratively while applying their knowledge, abilities and skills with depth and critical thinking to both familiar and unfamiliar situations.

• Engagement:  Active and enthusiastic involvement in and out of the classroom

• Equity:   Systems and procedures we use to place students into nurturing and rigorous settings where students’ cultural approaches are honored and students are empowered to fully use their capacities. Equity enhances the quality and accessibility of opportunities

• Integrity:  Demonstrating fairness in judgment and action

• Responsibility:  Fulfilling obligations in a dependable manner and accepting consequences

• Promotes diversity efforts, establishes best practices and utilizes skills to remove barriers for students of diverse backgrounds.

• Identification 

• Collaborating with district staff regarding hearing screening programs for preschool and school-aged students ensuring professional standards and state guidelines are followed and screening personnel are appropriately trained. 

• Providing and/or managing hearing screening components of school-based Child Find programs. 

• Providing community leadership and collaborating with community agencies to increase awareness of hearing differences and to assure that all children and youth with reduced hearing loss are promptly identified, evaluated, and provided with resources and appropriate intervention services.

• Assessment 

• Performing and interpreting comprehensive educationally relevant evaluations, including functional measures, of peripheral and central auditory systems. 

• Making appropriate medical, educational, and community referrals. 

• Assessing students’ functional ability to access auditory information in the classroom to link diagnostic information, educational accommodations, and program planning. 

• Collecting and interpreting learning environment data from classroom observations, classroom acoustics measurements, and other assessments to determine the impact of auditory deficits on communication access, school performance, and social relationships. 

• Describing the effects of students’ hearing levels and auditory processing deficits on communication, academic performance and psycho-social development and making recommendations to address these problems to the student, parents, and school personnel as appropriate. 

• Managing the use and calibration of audiometric equipment.

• Amplification 

• Evaluating and making recommendations for the use of personal hearing instruments (e.g., hearing aids, cochlear implants, bone conduction devices). 

• Ensuring the proper functioning of all personal hearing instruments. 

• Evaluating, fitting, and managing personal and classroom remote microphone and other hearing assistive technologies to ensure access to auditory information using recommended verification and validation protocols. 

• Making recommendations for appropriate use and connectivity of personal and assistive technologies (radio, television, telephone, messaging, alerting, and convenience) for students. 

• Providing training and support regarding hearing assistance technologies to students and school personnel on use, care, limitations, and specific troubleshooting techniques. 

• Habilitation 

• Facilitating and/or providing intervention to develop and enhance speechreading, auditory and listening, and communication abilities. 

• Facilitating and/or providing support for wellness and-social development including educating students about their hearing status, associated communication implications and accommodations, understanding current hearing aid and cochlear implant technology and how they best interface with hearing assistance technologies. 

• Providing training about hearing, hearing differences and other auditory disorders for school personnel to facilitate a better understanding of the impact of auditory impairments on language, learning, literacy and social development. 

• Facilitating opportunities for connecting with peers and adults who are deaf or hard of hearing. 

• Contributing to program placement decisions and making specific recommendations to address listening and communication needs. 

• Collaborating with school, parents, teachers, support personnel, and relevant community agencies and professionals to ensure delivery of appropriate services.

• Counseling 

• Providing training and support to parents/families regarding hearing differences and implications for language development, communication access, educational achievement, wellness and other areas to facilitate a better understanding of the impact of auditory impairments on language development, communication access, learning, literacy and social development. 

• Providing counseling to students to promote identity, self-determination, personal responsibility, self-advocacy, and social awareness.

• Function as part of the multidisciplinary team

• Interact directly with parents, as well as general education teachers, teachers of the deaf/hard of hearing, nurses, and specialized instructional support personnel (e.g., speech-language pathologists, LSL specialists, educational interpreters, psychologists, social workers). 

• Improve access to auditory information in learning environments by addressing the fundamental need for all students to be able to hear, and understand, with or without visual support, in the classroom. 

• Effectively address the needs of students with hearing, listening, and auditory processing difficulties. 

• Collaboration in the development and implementation of IEPs/ISPs and 504 Plans

• Includes suggesting accommodations and modifications for access to the curriculum and the classroom environment. 

• Maintains knowledge of and interprets the requirements of the Individuals with Disabilities Education Act (IDEA), 504, ADA and state rules and regulations as they relate to educational audiology.