Teacher - Of the Visually Impaired (Itinerant)

Education/Certification Required:

• Bachelor's degree
• Special Education Certification
• Teacher of the Visually Impaired Certificate

Special Knowledge/Skills:

• Perform functional vision evaluations and learning media assessments
• Interpret eye reports
• Read and produce Braille
• Modify curriculum to meet the needs of visually impaired students
• Ability to work with students ages 0-22
• Work as a member of the educational team

Preferred Skills:

• Knowledge of braille transcription software and equipment

Technology Proficiency: Level 2-Proficient (in):

• Applied use of computer operations
• Applied use of software productivity tools (Le., Microsoft Office)
• Applied use of e-mail
• Applied use of printers
• Applied use of job-related financial and student management systems
• Applied use of multimedia tools
• Applied use of electronic file management
• Applied use of Technology Applications TEKS CCISD Acceptable Use Policy and Technology Ethics/Etiquette

Function

The Itinerant Teacher of the Visually Impaired provides direct and/or consultative special education services relating to eligible students with vision loss, which may include Extended Year Services. Services are provided to students' ages birth to 22 years old. Students who are birth to three years old may be provided in the infants' homes or child care settings throughout the calendar year.

Reports To:

Coordinator/Director for Special Education

Reponsibilities:

Assessment and Evaluations

• Performs functional vision and learning media assessments on new referrals and three-year reevaluations.
• Interprets eye medical reports as they relate to educational environments.
• Contributes to the development of the Individualized Education Programs (IEP)/Individual Family Service Plan (IFSP) with goals, modifications, and learning styles.
• Recommends appropriate specialized evaluations as needed, such as low vision, orientation and mobility, psycho-social, and adaptive physical education.
• Consults with educational diagnosticians, classroom teachers, students, and parents/guardians concerning appropriate evaluations, modifications, and the test administration.
• Works as liaison with other agencies in the vocational assessment process as needed.
• Administers various assessment tests as appropriate.
• Participates in team assessments for students with moderate to severe cognitive disabilities.
• Provides screening and referral procedures to appropriate personnel.

Appropriate Learning Environment

• Assists in determining and procuring classroom equipment and materials necessary for the student with visual impairments to learn (braillier, low vision devices, assistive technology, computer) including ensuring necessary room modifications and lighting changes.
• Provides the classroom teacher with information regarding the specialized strategies needed to teach a visually impaired student.
• Submits requests for instructional materials, conferences, field trips, and personnel needs.
• Informs various special education and campus personnel of progress and needs of the students with visual impairment on a regular basis.
• Identifies and establishes a work and storage space at each school to be used by the visually impaired teacher to instruct students as necessary.
• Provides input into students' schedules, planning for all special services, such as direct instruction and orientation and mobility.
• Maintains adequate record of all assessments, IEPs, Admission, Review, and Dismissal (ARD) papers, progress reports and signed parental release forms for things such as photographs and registration with various agencies.
• Provides six-week progress reports as indicated by school policy on students with visual impairment in general education classes and follow up with teacher and/or parent conferences as appropriate.
• Registers students with visual impairments with appropriate agencies such as Learning Ally and the Texas State library, and assists with referral to the Department of Assistive and Rehabilitative Services-Division for Blind Services
• Prepares paperwork as appropriate and attends ARDs and IFSP meetings on student with visual impairments.
• Distributes information to parents concerning workshops, conferences, and equipment acquisition.
• Communicates with low-vision specialists, ophthalmologists, and optometrists concerning exams, and attend exams when appropriate.
• Supervises material preparation and acquisition.

Liaison Between Community and School

• Provides information about district and/or regional vision programs to the schools and community.
• Provides information on academic, recreational, and summer programs to parents and students assist with application forms and procedures. Such activities might include Texas School for the Blind and Visually Impaired school year short-term, summer school, Department of Assistive and Rehabilitative Services-Division for Blind Services summer work programs, or lion's Club Summer Camp.

Professional Standards

• Maintains a reference library.
• Acquire information about current research, development, and technology by attending conferences, workshops, and area meetings and by reading journals in the field of visual impairment.

Evaluation

• Performance on the job will be evaluated by a supervisor. Evaluations should be completed by individual(s) knowledgeable in visual impairments.
• Consults with other instructional staff to provide information to incorporate the expanded core curriculum into the entire instructional setting.
• Provides modified materials to the classroom teacher.
• Provides braille, recorded/enlarged materials, and tactual symbols as appropriate for each child.

Direct Instruction in the Expanded Core Curriculum

• Monitors students' progress in academic subjects and provides instruction in compensatory skills as needed in the areas the students may have difficulty with as a result of the visual impairment. (This does not include tutoring in subject areas once materials and methods have been modified to accommodate the vision loss.)   Areas in which support may be provided include:
  • Braille reading and writing
  • Low vision devices
  • Abacus
  • Typing/keyboarding
  • Adaptive devices (e.g., computers, note takes, tape recorders)
  • Listening skills
  • Visual efficiency
  • Concept development (especially for infants and early childhood students)
  • Daily living/self-help skills
  • Career readiness
  • Leisure and recreation skills
  • Social skills
  • Organizational and study skills
  • Self-advocacy

Support Services

• Provides assistance to students with visual impairments in understanding their attitudes and those of others concerning their visual impairment.
• Facilitates social integration and interaction with peers.
• Provides training and support to parents of students with visual impairments to enhance their children's independence.
• Provides the teachers, staff, and family of students with visual impairment with information regarding their individual needs, methodology, and strategies.
• Participates with other school personnel and agencies to secure job-related experiences for students.
• Participates in transition planning.

Administrative/Record Keeping Duties

• Provides updated student information (visually impaired registration, deaf-blind census, textbook projections.)

WORKING CONDITIONS:

• Exhibits ability to communicate effectively (in oral and written format). Interprets rules and regulations to campus staff and parent(s)/guardians.  Maintains emotional control under stress.  Be able to work under tight deadlines/times. Able to work independently and without much supervision.  Frequent travel to District campuses as required.  Use of standard office equipment including personal computer and peripherals. 
• Ability to receive information and/or instruction from internal/external customers through spoken expression and convey.  Ability to manipulate tools/equipment/keyboards. Ability to see detailed information, naturally or with correction. Repetitive hand motions, frequent keyboarding and use of mouse; occasional reaching.  Occasional light lifting and carrying (less than 15 pounds).  Ability to work prolonged or irregular hours.  Ability to work with frequent interruptions.  Must have the ability to maintain emotional control under stress.  Occasional districtwide and statewide travel required
  Must have a valid Texas Driver's license

This job description describes the general purpose and responsibilities assigned to this job and are not an exhaustive list of all responsibilities, duties and skills that may be required. Other duties may be assigned as deemed appropriate. The grade, pay code, and work year listed are intended to be informational and not contractual in nature

Interested applicants must complete the following:
-A current resume, copies of transcripts and certifications, and letter of interest addressed to Ms. Debbie Cruz, Chief Human Resources Officer.
- You must provide 3 references, including their e-mail addresses and telephone numbers so that they may be contacted electronically or by phone. Our online application system will email "links" to the references listed in your application, and they will complete the reference form online.One of the 3 references must be from your current principal. The other two references may be an assistant principal, athletic director, department head, co-worker or anyone else who can provide insight into your job performance. If you have no experience in a school district, then a reference from your current supervisor is required. All online reference forms must be completed by the job closing date.

For assistance contact:
Briana Escobedo - (361) 695-7260
Teacher Applicant Specialist
Briana.Escobedo@ccisd.us
CCISD Human Resources
801 Leopard
Corpus Christi, Texas.

Salary: TCHR: $52,500 minimum, plus $1,000 Master's degree stipend if applicable
See the CCISD Salary Schedule handbook for information regarding initial salary placement.

Days: 187