Teacher of the Visually Impaired (TVI)- Early Learning

The Maryland School for the Blind; Maryland; On-site; USD 50,000 - 70,000; Full time

Job summary

The Maryland School for the Blind is seeking a qualified professional to coordinate educational programs for students with visual impairments. This role involves teaching diverse groups and ensuring compliance with individualized educational programs (IEP).

Candidates should possess a Bachelor's degree, along with Maryland special education certification. The position focuses on supporting students with unique needs and requires active participation in interdisciplinary meetings. Commitment to educational best practices is vital.

Qualifications

• Comprehensive knowledge of special education principles, practices, and procedures.
• Experience working with students with autism and sensory disorders strongly preferred.
• Minimum Bachelor's degree with special education certification required.

Responsibilities

• Teaches visually impaired students individually and in groups.
• Facilitates the development and evaluation of individualized educational programs (IEP).
• Plans on and off-campus activities and manages classroom resources.

Skills

Knowledge of special education principles

Experience with students with autism

Understanding of visual impairment

Classroom resource management

Education

Bachelor's degree

MSDE TVI or special education certification

Tools

Augmentative communication devices

Computer

Job description

SUMMARY

With supervision, coordinates educational programs for a designated group of academic students with visual impairment.

ESSENTIAL FUNCTIONS

PROVIDING SERVICE

• Teaches visually impaired students with multiple disabilities on an individual and group basis.
• Instructs in core curriculum areas including modified and grade level content standards.
• Facilitates and participates in the development, review and evaluation of individualized educational program (IEP) which may require the ability to observe and respond to a variety of environmental stimuli.
• Conducts evaluations and assessments to determine child's developmental status, academics status, and mastery of Maryland grade level curriculum standards.
• Instructs in expanded core curriculum areas.
• Functions as IEP case manager for assigned classroom students.

COORDINATING SERVICE

• Participates in interdisciplinary team meetings, IEP meetings, staff meetings, and other school and student meetings as needed.
• Plans and/or chaperones on and off-campus activities, appointments, programs and field trips which may require the ability to lift up to 50 lbs. and push or pull in excess of 100 lbs. unassisted.
• Manages classroom resources.
• Coordinates data collection and recording.

CONDITIONS

• Equipment Used: Augmentative communication Devices, copy machine, computer, various adaptive and orthopedic equipment and telephone.
• Performance Standard: Must assure 100% commitment to the integration, coordination, and implementation of student programs, and compliance with health and safety standards.
• Work Environment: Multiple indoor and outdoor environments with varying sound, lighting and temperature conditions. May be exposed to various conditions when providing direct care to students.
• Work Schedule: 35 hours per week, Monday through Friday, with a 30‑minute unpaid lunch period. This position follows an 11 month school schedule. Additional hours or flex schedule may be required.

REQUIREMENTS

QUALIFICATIONS

• Comprehensive knowledge of special education principles, practices, and procedures, including developing and writing IEP's and performing appropriate teaching techniques.
• Experience working with students with autism and sensory disorders strongly preferred.
• Minimum of Bachelor's degree and qualifies for MSDE TVI or special education certification required with the ability to work toward obtaining certification in both TCI and special education upon hire.
• General knowledge of visual impairment, including causes, manifestations and adaptations.
• Some knowledge of medical disorders such as seizures or restrictions; adaptive technology, alternate modes of communication; and behavior management principles.
• General knowledge of core and expanded core curriculum, program development, classroom resource management, and student/personnel scheduling.