Teacher of the Visually Impaired (TVI)- Early Learning

N9149 - The Maryland School for the Blind; Maryland; On-site; USD 50,000 - 70,000; Full time

Job summary

N9149 - The Maryland School for the Blind is seeking an educator to coordinate and teach programs for students with visual impairments. Responsibilities include individual instruction, IEP development, and managing classroom resources.

The ideal candidate has a Bachelor's degree, experience with special education, and a strong understanding of visual impairments. The position requires collaboration with interdisciplinary teams and follows a school-year schedule with 35 hours per week.

Qualifications

• Comprehensive knowledge of special education principles and practices.
• Experience working with students with autism and sensory disorders.
• Ability to manage classroom resources and perform evaluations.

Responsibilities

• Teach visually impaired students on an individual and group basis.
• Facilitate the development and review of individualized educational programs.
• Plan and coordinate on and off-campus activities.

Skills

Knowledge of special education principles

Experience with students with autism and sensory disorders

General knowledge of visual impairment

Ability to develop and write IEPs

Education

Bachelor's degree in education or related field

MSDE TVI or special education certification

Tools

Augmentative communication devices

Adaptive technology

Job description

SUMMARY

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

ESSENTIAL FUNCTIONS

1. 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.

2. 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.

QUALIFICATIONS

Knowledge, skills and general abilities:

1. Comprehensive knowledge of special education principles, practices, and procedures, including developing and writing IEP's and performing appropriate teaching techniques.
2. Experience working with students with autism and sensory disorders strongly preferred.
3. 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.
4. General knowledge of visual impairment, including causes, manifestations and adaptations.
5. Some knowledge of medical disorders such as seizures or restrictions; adaptive technology, alternate modes of communication; and behavior management principles.
6. General knowledge of core and expanded core curriculum, program development, classroom resource management, and student/personnel scheduling.

Requirements