Administrative Skills, Assistive Technology, Best Practices, Braille, Communication Skills, Consulting, Customer Support/Service, Data Collection, Documentation, Emergency Procedures, Emerging Technology, Functional Analysis, Interpersonal Skills, Legal, Needs Assessment, PC (Personal Computer) Systems, Peripheral Hardware, Problem Solving Skills, Program Management Professional (PgMP), Record Keeping, Recreation, Regulations, Regulatory Requirements, Special Education, Student Services, Testing, Time Management, Training/Teaching, Training/Teaching Curriculum, Training/Teaching Materials, Writing Skills
Reports to: Executive Director of Special Education
Wage/Hour Status: Exempt
Dept./School: Special Education
Pay Family: Teacher Hiring Schedule
PC Assignment: SPED Visually Impaired
Minimum Salary: Teacher Hiring Schedule
PC Assignment Code: 29101
Duty Days: 187 days per school year
Insight: Teacher
Primary Purpose:
Provide specialized instruction, consultation, and support services to students with visual impairments to ensure access to the general curriculum and progress toward Individualized Education Program (IEP) goals. Collaborate with families, campus staff, and related service providers to support the academic, functional, and developmental needs of students with visual impairments.
Qualifications:
Education and Certification
- Bachelor's degree from an accredited college or university
- Master's degree (preferred)
- Valid Texas teaching certificate
- Valid Texas Teacher of Students with Visual Impairments (TSVI) certification
Experience
- Experience working with students with visual impairments (preferred)
- Experience in special education settings (preferred)
Knowledge and Skills
- Comprehensive knowledge of instructional strategies, accommodations, and supports for students with visual impairments
- Comprehensive knowledge of the Expanded Core Curriculum (ECC) for students with visual impairments
- Working knowledge of special education law, Individuals with Disabilities Education Act (IDEA), Section 504, and Admission, Review, and Dismissal (ARD) processes
- Ability to conduct functional vision evaluations and learning media assessments
- Ability to interpret assessment data and develop instructional recommendations
- Advanced consultation, collaboration, and problem-solving skills
- Advanced verbal, written, and interpersonal communication skills
- Ability to establish and maintain positive working relationships with students, parents, staff, and community partners
Key Responsibilities:
Specialized Instruction & Student Support
- Provide specialized instruction and services to students with visual impairments in accordance with IEP goals and identified educational needs
- Develop and deliver sequential, meaningful instruction based on student assessments, IEP goals, functional performance, and learning needs
- Provide instruction in Expanded Core Curriculum (ECC) areas, including assistive technology, compensatory skills, career education, independent living, recreation and leisure, self-determination, sensory efficiency, social interaction, and support of orientation and mobility skills
- Assist classroom teachers in adapting instructional materials, activities, and classroom environments to support student access and participation
- Ensure instructional materials, assistive technology, braille resources, large-print materials, and specialized equipment are available in a timely manner
Assessment & Compliance
- Conduct functional vision evaluations, learning media assessments, and other assessments as appropriate
- Prepare written assessment reports and instructional recommendations
- Assist assessment teams in determining appropriate testing accommodations and modifications
- Collect student performance data and maintain progress monitoring documentation
- Participate in ARD meetings and contribute to the development, implementation, and monitoring of IEPs
Consultation & Collaboration
- Consult regularly with general education teachers, special education staff, related service providers, administrators, and families to coordinate services and support student success
- Assist campus staff in understanding the educational implications of visual impairments and implementing appropriate accommodations and modifications
- Collaborate with school personnel to identify instructional areas requiring specialized support and intervention
Family & Professional Support
- Maintain ongoing communication with parents and guardians regarding student progress, needs, and educational planning
- Provide training, consultation, and resources to school personnel, students, and families regarding visual impairments, instructional strategies, accommodations, and available services
- Assist families and staff in accessing local, state, and national resources that support students with visual impairments
Program Management & Professional Responsibilities
- Schedule and manage time effectively to support assessment, planning, instruction, material preparation, travel, and collaboration activities
- Maintain required records, reports, and documentation in accordance with district, state, and federal requirements.
- Participate in professional learning and maintain current knowledge of best practices, legal requirements, and emerging technologies related to visual impairment services
Additional Responsibilities:
- Adhere to all district policies, procedures, and expectations as outlined in the employee handbook and administrative regulations.
- Follow district safety protocols and emergency procedures.
- Participate in professional development, faculty/department meetings, and special events as assigned.
- Perform additional duties as assigned to support the mission and goals of the department and district.
Supervisory Responsibilities:
Mental Demands/Physical Demands/Environmental Factors:
Tools/Equipment Used: Personal computer and peripherals; standard instructional equipment
Posture: Prolonged standing; frequent kneeling/squatting, bending/stooping, pushing/pulling, and twisting
Motion: Frequent walking
Lifting: Regular light lifting and carrying (less than 15 pounds); Occasional lifting up to 50 pounds. May require regular heavy lifting (45 pounds or more) and positioning of students with physical disabilities, control behavior through physical restraint, assist nonambulatory students, and lift and move adaptive and other classroom equipment.
Environment: Exposure to biological hazards; work inside, may work outside; regular exposure to noise; occasional districtwide and statewide travel
Mental Demands: Maintain emotional control under stress; occasionally work prolonged or irregular hours
This document describes the general purpose and responsibilities assigned to this job and is not an exhaustive list of all responsibilities and duties that may be assigned or skills that may be required.
Appointment:
The Superintendent of Schools approves the appointment of this position based on the applicant's training, experience, and expertise.