Job Description: Teacher – Visual Impairments

Primary Purpose:

• Provide specialized direct instruction and services required to meet the unique educational needs of students with visual impairments
• Provide collaborative consultative services with the multidisciplinary teams including parent/guardian and outside agencies, as needed, to support program implementation
• Support concept development to promote the student’s academic and functional achievement via the TEKS/PreK Guidelines and personal, functional independence as it relates to the Expanded Core Curriculum (ECC)

Qualifications

Education/Certification

• Bachelor’s degree from accredited university
• Valid Texas teaching certification as Teacher of Students with Visual Impairments from EC to Grade 12
• English as a Second Language from EC to Grade 12

Special Knowledge/Skills

• Knowledge and skills required to administer and interpret appropriate assessment and evaluation instruments to make programing recommendations
• Skill in written and verbal interpersonal communication with peers, students, parents, teachers, and district staff
• Ability to produce Braille materials
• Knowledge and skill required to select, use, and teach various types of assistive technology for students with visual impairments
• Ability to work with wide range of students with visual impairments
• Possess leadership qualities
• Ability to interact effectively with educational personnel in a collaborative and professional manner

Experience

• Classroom teaching or related experience in providing direct and consultative services to a wide range of students with visual impairments

Accountability

• Implement vision services in a timely manner according to the assigned caseload and each student’s IEP/IFSP
• Document vision services per the guidelines set forth by the program supervisor and Special Populations Department

Major Responsibilities and Duties

Instructional Strategies

• Assist LEAs with annual VI Registration
• Assess, teach, and integrate knowledge of the expanded core curriculum (ECC)
• Participate in ARD/IFSP process for specified students with visual impairments
• Participate in IEP development for specified students with visual impairments
• Consult with LEA/SSA personnel on appropriate instructional strategies, techniques, and materials for students with visual impairments
• Participate in periodic meetings; such as, staffing’s, with staff to explore issues, view new materials/equipment, and share and exchange information
• Exhibit initiative in finding and meeting needs and developing new ideas
• Exhibit good judgment in interactions with all clients and parents
• Experience making lesson content/assignments accessible for student at all levels of course work
• Identify problems and suggest solutions in a positive manner
• Remain abreast of trends and developments in education of students with visual impairments; to include federal, state, and local policies
• Provide direct collaborative consultation services for students with visual impairments as assigned
• Administer functional vision evaluation/learning media assessment; prepare objective, thorough, and professionally written evaluation reports using parent-friendly language within given timelines; write goals and objectives aligned to FVE/LMA and PLAAFP Statements, propose IEP/follow-up activities; document progress and submit progress reports per given timelines; and prepare a summary of progress annually based on the established IEP
• Address expanded core curriculum needs of all assigned students with visual impairment through ongoing evaluations, determination of need, implementation of programming, and record keeping
• Maximize productivity and time in the work day by developing an itinerant schedule for providing instructional services
• Provide assistance in the selection, acquisition and use of adaptive/assistive equipment and/or devices
• Assume responsibilities for and maintain confidentiality relative to student records/data
• Maintain records relative to supplementary services activities and submit such records at times specified. Be responsible for the accuracy of reports and caseload date for students with visual impairments
• Serve LEAs/SSAs as a resource and reference point for current information regarding education of students with visual impairments
• Act as a liaison with other agencies (e.g. HHSC/TWC/TSBVI)
• Assist in planning and preparing materials and presentations for small group trainings

Professional Growth and Other:

• Establish and maintain open communication by conducting conferences with parents, students, principals, and teachers.
• Maintain professional relationships with parents, students, and colleagues.
• Participate in staff development activities to improve job-related skills.
• Keep informed of and comply with federal, state, district, and school regulations and policies for special education teachers.
• Compile, maintain, and file all physical and computerized reports, records, and other documents required.
• Attend and participate in faculty meetings and serve on staff committees as required.
• Follow district safety protocols and emergency procedures
• Perform other duties as assigned by the supervisor or other administrators that are consistent with the general requirements and qualifications for the position
• Participate in Special Populations team and center-wide activities and Regional/District ECC activities
• Observe all Region 10 policies and procedures
• Perform other duties and functions as required by the Director/Assistant Director/Program Coordinator
• Keep calendar up-to-date weekly reflecting services and activities per guidelines outlined in the Special Population Handbook

Supervisory Responsibilities:

• Direct the work of instructional aide(s).

WORKING CONDITIONS:

Mental Demands/Physical Demands/Environmental Factors

The working conditions described are representative of those that must be met by an employee to successfully perform the essential functions of this job.  Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions and expectations.

• Tools/Equipment Used: Brallier, abacus, other adaptive/assistive devices, software, apps, and equipment unique to needs of students with visual impairments
• Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting
• Motion: Frequent walking
• Lifting: May require regular heavy lifting (45 pounds or more) and positioning of students with physical disabilities, control behavior through physical restraint, assist non-ambulatory students, and lift and move adaptive and other classroom equipment; may work prolonged or irregular hours May frequently be required to lift and/or move at least 50 pounds of materials, or move at least 50 pounds of materials, or lift children from wheelchairs onto changing tables, etc..
• Environment: Exposure to biological hazards
• Mental Demands: Maintain emotional control under stress
• 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. Reasonable accommodations will be made if necessary: May frequently be required to stoop, reach, stand, walk, lift, pull, push, grasp, talk, hear, see and use repetitive motions. May frequently be required to deescalate physical aggression including the use of safe, non-harmful physical restraint procedures
• Maintain a current driver’s license and drive self to districts within the regional service area
• Flexibility to respond to student, parent, and LEA/SSA needs
• Skills to cope with a variety of work environments
• Ability to adapt to change
• Have a capacity for positive response to situational factors/problems
• Initiative in developing solutions to needs/problems
• Manage multiple projects and tasks simultaneously
• Work with administrative assistants in job-related activities
• Possess strong organizational skills
• Respond to high client demand and short timelines
• Sharing work space
• Exhibit exemplary interpersonal communication (verbal, written, digital) collaboration, and teamwork
• Effective use of Microsoft Office (Word, Excel) email, and Google