Regional Vision Resource Teacher Itinerant(LTO)

York Region District School Board; Newmarket; On-site; CAD 57,000 - 120,000; Full time

Job summary

York Region District School Board is seeking a teacher for the Regional Blind, Low Vision & Deafblind Services Team. The role involves designing and implementing programs for visually impaired and Deafblind students, teaching compensatory and adaptive skills such as Braille and mobility, and collaborating with classroom teachers for program modifications.

Applicants must hold OCT certification and Specialist qualifications, with experience in visual impairment.

Qualifications

• Member in good standing with the Ontario College of Teachers.
• Hold Specialist qualifications in Teaching Students who are Blind or equivalent; or be actively working towards obtaining a Specialist Certificate.
• Orientation and Mobility qualifications would be an asset.
• Qualifications in Special Education.
• Have experience teaching students who are blind, visually impaired, and Deafblind; and
• Excellent interpersonal skills and the ability to work collaboratively on a team.

Responsibilities

• To function as a member of the Regional Blind, Low Vision & Deafblind Services Team.
• To design and implement programs for students who are visually impaired and Deafblind.
• To teach students who are visually impaired and Deafblind compensatory and adaptive skills specific to their individual needs, e.g. Braille, keyboarding, use of low vision devices, orientation and mobility.
• To consult with classroom teachers regarding program modifications for students who are visually impaired and Deafblind.
• To provide assessment and consultative support to the education team.
• To collaborate with Special Education Consultants, Student Services Coordinators, and the Coordinator of Special Education in response to program and professional development needs.
• To act as a resource person to parents, teachers, educational assistants, superintendents, and other support personnel in matters pertaining to students who are visually impaired and Deafblind.
• To remain current in special education and the field of visual impairment through professional reading and by attending courses, seminars and conferences.
• To work with teachers and administration to assess students’ needs with respect to personalized equipment for SEA funding.
• To perform other duties as may be assigned by the Administrator of Blind Low Vision and Deafblind Services and/or the Superintendent responsible for Special Education.

Skills

Interpersonal skills

Team collaboration

Excellent communication

Education

Ontario College of Teachers member

Specialist qualifications in Teaching Students who are Blind

Orientation and Mobility qualifications (asset)

Special Education qualifications

Experience teaching visually impaired/Deafblind

Job description

At the York Region District School Board, we can offer you a challenging and rewarding career in public education. We support our teachers in their commitment to ensuring student success. We recognize the key difference that teachers make in the lives of our learners. For further information regarding this posting, please email Shannon Philp, Principal on Assignment, Student Services at .

Length of Assignment: This 1.0 LTO position is effective immediately with an end date of June 25, 2027.

Qualifications/Experience

• Member in good standing with the Ontario College of Teachers;
• Hold Specialist qualifications in Teaching Students who are Blind or equivalent; or be actively working towards obtaining a Specialist Certificate;
• Orientation and Mobility qualifications would be an asset;
• Qualifications in Special Education;
• Have experience teaching students who are blind, visually impaired, and Deafblind; and
• Excellent interpersonal skills and the ability to work collaboratively on a team.

Major Responsibilities

• To function as a member of the Regional Blind, Low Vision & Deafblind Services Team.
• To design and implement programs for students who are visually impaired and Deafblind.
• To teach students who are visually impaired and Deafblind compensatory and adaptive skills specific to their individual needs, e.g. Braille, keyboarding, use of low vision devices, orientation and mobility.
• To consult with classroom teachers regarding program modifications for students who are visually impaired and Deafblind.
• To provide assessment and consultative support to the education team.
• To collaborate with Special Education Consultants, Student Services Coordinators, and the Coordinator of Special Education in response to program and professional development needs.
• To act as a resource person to parents, teachers, educational assistants, superintendents, and other support personnel in matters pertaining to students who are visually impaired and Deafblind.
• To remain current in special education and the field of visual impairment through professional reading and by attending courses, seminars and conferences.
• To work with teachers and administration to assess students’ needs with respect to personalized equipment for SEA funding.
• To perform other duties as may be assigned by the Administrator of Blind Low Vision and Deafblind Services and/or the Superintendent responsible for Special Education.

Scope Of Operations: Works cooperatively with teachers, special education teachers, principals, regional special education staff and parents.

Has the authority to advise principals and teachers regarding programs and services as described in Special Education Plan 2018.

Line Of Responsibility: Responsible to the Administrator of Blind, Low-Vision & Deafblind Services.

Steps Of The Selection Process

There are three steps to the selection process, each of which assesses candidates on different aspects of their leadership skills and abilities. If successful, candidates will move to the next step of the process.

Step 1: Application Package

• Due: At the time of application
• Online application including cover letter, résumé and three references including current principal and two other professional referees. (References must have been in a supervisory role with respect to the candidate.)
• The most recent TPA is also included

Step 2: Interview

• Will occur after the due date for applications
• Successful applicants will be invited to an interview

Step 3: Reference Checks

• Will occur after the interview stage
• Referees are sent an electronic form to complete, for the successful candidate only.

The selection of the successful candidate will be based on the total score of all three steps.

In line with our board’s succession planning goals, the selection process is committed to meeting the organization’s diverse talent development needs and contributes to building a workforce reflective of the communities we serve. Through our recruitment strategy, the best candidates are selected based on education, skills, qualifications, experience and demonstration of commitment to our mission, vision and values. Our process is based on effective practices that are clear, transparent and equitable to attract a diverse range of applicants with the ultimate goal of improved student achievement and well-being in all of our schools.

Salary will be determined in accordance with the current ETFO Elementary Teacher Collective Agreement and will be pro-rated based on FTE, QECO rating, and years of experience, in accordance with applicable collective agreement provisions.

• A1-A2 (Steps 0-10): $57,269 - $102,938
• A3-A4 (Steps 0-10): $63,855 - $120,384

Salary will be determined in accordance with the current OSSTF Secondary Teacher Collective Agreement and will be pro-rated based on FTE, QECO rating, and years of experience, in accordance with applicable collective agreement provisions.

• A1-A2 (Steps 0-10): $57,269 - $102,938
• A3-A4 (Steps 0-10): $63,855 - $120,384

Additional Information

• Candidates must be members in good standing or in the process of becoming Ontario College of Teachers (OCT) qualified with the Ontario College of Teachers (OCT) prior to the start date;
• If you are external to the YRDSB, you will be prompted to provide at least three (3) professional, supervisory teaching references (including full name, position title, work location/organization, and email address) in the job posting screening section of the online application. We do not contact references prior to practicum/interview.
• If you are an internal YRDSB employee, please be sure to include all of your previous teaching experiences in your application as well as two (2) references one of which must be a YRDSB administrator.
• All successful candidates are required to provide a satisfactory police record check. Please refer to the for additional details.

Examples Of Referees Could Include The Following

• Principal/Vice Principal that has supervised you and can speak to your teaching practice in the panel to which you are applying;
• Faculty Advisor/Coordinator or Practicum Advisor that has observed and evaluated your teaching practice in a classroom setting;
• Host/Mentor Teacher that has supervised you and can speak to your teaching practice in an elementary/secondary setting; and/or
• Professional reference who can speak to your teaching practice.

Equity, Diversity and Inclusion Statement

The York Region District School Board (YRDSB) believes in giving each and every applicant an equal opportunity to succeed on their own merit and we strive to hire staff that reflect and support the diverse perspectives, experiences and needs of students and communities. We remain committed to upholding the values of equity, diversity, and inclusion in our living, learning and work environments. We know that diversity underpins excellence, and that we all share responsibility for creating an equitable, diverse and inclusive Board-community.

We Actively Encourage Applications From Members Of Groups With Historical And/or Current Barriers To Sovereignty, Equity, Including, But Not Limited To:

• First Nations, Métis and Inuit peoples, and all other Indigenous peoples;
• African, Black and Black Caribbean peoples (in alignment with Anti-Black Racism Strategy);
• South Asian, East Asian, Southeast Asian, Middle East/West Asian, Latino/Hispanic (in alignment with YRDSB Workforce Census to address disproportionalities identified).
• members of groups that commonly experience discrimination due to race, ancestry, colour, religion and/or spiritual beliefs, or place of origin;
• persons with visible and/or invisible (physical and/or mental) disabilities;
• persons who identify as women; and
• persons of marginalized sexual orientations, gender identities, and gender expressions.

At YRDSB, we recognize that many of these identities intersect and therefore, equity, diversity and inclusion can be complex. We value and respect the contributions that each person brings to enriching the Board and are committed to ensuring full and equal participation for all in the communities that we serve.

Accessibility and Accommodation Statement

We also recognize the duty to accommodate and foster a culture of inclusion. Consistent with the principles of dignity, individualization and inclusion, we will make any appropriate accommodation based on any of the protected grounds in the Human Rights Code to support candidate participation in the hiring process. When contacted, candidates will be provided with an overview of the various elements of the hiring process, such as skills assessments, written practicum, presentation, interview, etc. If an accommodation is required, requests can be made in advance of any stage of the recruitment process. All information received relating to a candidate’s required accommodation will be addressed confidentially by the Recruitment and Retention Team. Please make this request to or a member of the Recruitment Team. If this position is a school based LTO/Contract Teaching position, please email the Principal directly to request the accommodation to be made at the school in collaboration with Human Resource Services, Disability Management Team.

Important Note for YRDSB Employees

If you have a current accommodation in place through Disability Management, please inform your Disability Management Case Manager ( ) to ensure that your accommodation needs can be met in the new role that you are pursuing. If invited to participate in the hiring process, and you are unable to perform the essential/bona fide requirements (e.g. physical, cognitive requirements), please notify the Recruitment Team by emailing to review next steps (in the email please reference the job title you are applying to).

Online applications are collected centrally at the Education Centre - Aurora and are monitored by Human Resource Services. All applications will be screened based on the required education, experience and qualifications as noted in the posting and job description and as reflected in the application. Only those candidates meeting these criteria will be eligible to participate in the selection process and only qualified candidates will be contacted.

The personnel file of all internal applicants will be reviewed as part of the selection process.