Teacher, Preschool

N9149 - The Maryland School for the Blind; Overlea (MD); On-site; USD 42,000 - 66,000; Full time

Job summary

The Maryland School for the Blind is seeking an early intervention professional to provide comprehensive services to visually impaired preschool children and their families under supervision. The role involves coordinating IFSPs, conducting evaluations, and delivering instruction across developmental domains.

You will educate families, conduct home visits, and design learning environments to promote skill development.

Qualifications

• Comprehensive knowledge of special education principles, practices, and procedures, including developing and writing IEPs.
• Experience working with students with autism and sensory disorders preferred.
• Bachelor's in Special Education with certification and ability to work toward TVI certification.
• General knowledge of visual impairment and adaptations.
• Knowledge of medical disorders, alternative communication methods, and behavior management.

Responsibilities

• Coordinate development and review of individualized family service plans (IFSP).
• Conduct evaluation and assessments to determine developmental status and eligibility.
• Provide parent education and home visits.
• Design learning environments and plan resources to support IFSP outcomes.
• Collaborate with interdisciplinary team members in planning and service delivery.
• Provide in-service training and participate in community outreach as needed.

Skills

Special education knowledge

Autism and sensory disorders

IEP writing

Behavior management

Education

Bachelor's in Special Education

TVI certification pursuit

Job description

SUMMARY:

With supervision, provides comprehensive early intervention services to visually impaired preschool aged children and their families.

ACCOUNTABILITIES:

Essential Functions:

1. Service Coordination:
   • Facilitates and participates in the development, review, and evaluation of individualized family service plans.
   • Coordinates the performance of evaluation and assessments.
   • Assists families in identifying available service providers. Coordinates and monitors the delivery of services.
   • Coordinating with health and therapy services and serves as a member of an interdisciplinary team.
2. Service Provider:
   • Conduct evaluation and assessment procedures to determine child's developmental status and continuing eligibility.
   • Participate in interdisciplinary team meetings.
   • Implement and conduct a periodic review of the I.F.S.P. for each child and child's family.
3. Parent Education and Training:
   • Provides training and education on an individual and group basis.
   • Conducts home visits.
4. Special Instruction:
   • Designing learning environment and activities that promote the child's acquisition of skills in a variety of developmental areas.
   • Providing families with information, skills and support related to the skill development of the child.
   • Planning materials and resources to achieve outcomes on I.F.S.P.
   • Provide instruction to the child to enhance development.

Marginal Functions:

1. Provides in service training to staff.
2. Speak to community groups regarding instruction program.
3. Performs additional duties as assigned.
4. May need to use own personal vehicle.

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. Maybe 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 a 11 month school schedule. Additional hours or flex schedule may be required.

Requirements:

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 Bachelors in Special Education, special education certification required with the ability to work toward obtaining TVI certification.
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.