Vision Intinerant

Illinois Education Job Bank; Rantoul (IL); On-site; USD 48,000 - 72,000; Full time

Job summary

Under the direction of the Director of Special Education and Building Principal, the Visual Impaired Itinerant Teacher provides diagnostic, instructional, and consultative services to students ages 3-21 with an identified visual impairment.

Responsibilities include developing rapport with students, teachers, parents, administrators, and others; participating in educational staffing for individual students; developing and implementing IEP goals; providing instruction to visually impaired

Qualifications

• Standard Special Education Certification for ages 3-21 with Visual Impairment endorsement.
• Ability to develop IEP goals with the IEP team.
• Strong oral and written communication skills.
• Ability to work as part of a team and collaborate with families.

Responsibilities

• Diagnose, instruct, and consult students aged 3-21 with visual impairment.
• Develop and implement IEP goals in collaboration with the IEP team.
• Assess functional vision through testing and records.
• Provide instructional services to students in regular classes when appropriate.

Skills

Oral communication

Written communication

Teamwork

Confidentiality

Technology use

Education

Standard Special Education Certificate for ages 3-21 with Visual Impairment endorsement

Job description

UnderthedirectionoftheDirectorofSpecialEducationandBuildingPrincipal,theVisualImpairedItinerantTeacherprovidesdiagnostic,instructional,andconsultativeservicestostudentsages3-21withanidentifiedvisualimpairment.

ies include, but not limited to the following:

• Developandmaintainrapportandinterpersonalrelationswithstudents,teachers,parents,administrators,andotherschoolpersonnel.
• Maintain professional appearance and poise.
• Demonstrateabilitytoworkeffectivelyaspart ofateam.
• Be accessible to teachers, administrators, and parents
• Demonstrateabilitytorespectdifferingopinions,acceptconstructivecriticism,andhandleconflict.
• Demonstratestrongoralandwrittencommunicationskills.
• Utilize technology as required.
• Demonstrate organizational skills.
• Maintainregularattendanceandarrivepromptlyaccordingtoschedule.
• Complywithtimelinesforevaluations,reports,andotherassignedtasks.
• Identifyneedsforprofessionalgrowthandengageinprofessionalgrowthactivities.
• Maintain confidentiality of student information.
• Report questions/concerns to immediate supervisor.
• Complywithallapplicablelocal,state,andfederalhealth,safety,education,andrelatedrulesandregulations.
• Assessfunctionalvisionthroughtesting,observation,consultation,andreadingofophthalmologistoroptometrist’sreports
• Participateineducationalstaffingsconcerningindividualstudents
• DevelopandimplementIEPgoals/objectivesinconjunctionwiththeIEPteam
• ProvideinstructiontovisuallyimpairedstudentsasstatedonIEP
• Identifytheneedsofstudentswithvisualimpairmentsandmonitor/consult/providedirectinstructiontothestudentsintheleastrestrictiveenvironment
• Order,adapt,createandutilizeallinstructionalcurricularmaterialsnecessaryandprocureandcorrectlyutilizeadaptiveequipmentformeetingthefullacademicpotentialofthosechildrenwithvisualimpairmentsintheregularclassroom
• Trainteachersonneededclassroommodifications,andhowtoutilizeadaptedmaterialsandequipment.
• Providesupportandassistancewithparenteducationandunderstandingofstudent’svisualproblems
• Maintain appropriate records and service log
• Attend staff meetings and professional meetings
• Perform duties as assigned.

Teaching Framework Responsibilities:

AdaptedfromtheFrameworkforTeaching.CharlotteDanielson.

• Theteacherplansanddemonstratespracticesthatreflectknowledgeofthecontent,prerequisiterelationships,andtheinstructionalpracticesspecifictothatdiscipline.
• Theteacherseeksknowledgeofstudents'backgrounds,cultures,skills,languageproficiency,interests,andspecialneeds,andattainsthisknowledgeforhis/herstudents.
• Theteacherdevelopsinstructionaloutcomesthatareofappropriaterigorandaresuitableforhis/herstudents,butconsistofacombinationofactivitiesandgoals,whichpermitviablemethodsofassessment.TheyreflectmorethanonetypeoflearningandarealignedtotheCommonCoreStandards.
• Theteacherisawareoftheresourcesavailablethroughtheschoolordistricttoenhancehis/herownknowledge,touseinteaching,orforstudentswhoneedthem.
• Theteachercoordinatesknowledgeofcontent,ofstudents,andofresourcestodesignaseriesoflearningexperiencesalignedtoinstructionaloutcomes,addresstheCommonCoreStandardsandaresuitableforhis/herstudents.Thelessonorunithasaclearstructureandislikelytoengagestudentsinlearning.
• Theteacher'splanforstudentassessmentisalignedwiththeinstructionaloutcomes,CommonCoreStandards,usesclearcriteria,andisappropriatetotheneedsofstudents.Theteacherintendstouseassessmentresultstoplanforfutureinstructionforstudents.
• Theteacher’sinteractionswithhis/herstudentsarefriendlyanddemonstrategeneralcaringandrespect.
• Theteacherwilldevelopaclassroomculturethatischaracterizedbycommitmenttolearningbyteacherandstudent.Studentengagementtothetaskathandisconsistent.
• Theteacher'smanagementofinstructionalgroupsand/orthehandlingofmaterialsandsuppliesareconsistent.Theteacherensuresthatstudentsfollowestablishedclassroomroutines.
• Theteacherensurestheclassroomissafe,andlearningisaccessibletoallstudents.Theteacherensuresthatthephysicalarrangementisappropriatetothelearningactivities.Theteachermakeseffectiveuseofphysicalresources,includingcomputertechnology.
• Theteacherclearlycommunicatestheinstructionalpurposeofthelessonanddirectionsandproceduresareexplainedclearly.Theteacher'sexplanationofcontentisclearandaccurateandconnectswithstudents'knowledgeandexperience.Teacher'sspokenandwrittenlanguageisclearandcorrect.Vocabularyisappropriatetothestudents'agesandinterests.
• Theteacher'squestions/promptsareofhighquality,relatedtothelessonobjectivesandinviteathoughtfulresponse.Theteacherengagesallstudentsinthediscussionandencouragesthemtorespondtooneanother.
• Theteachercreateslessonsthatarealignedwiththeinstructionaloutcomes,CommonCoreStandards,aresuitabletothestudents'development,andfacilitatestudentsinconstructingknowledge.Thelessonshaveaclearlydefinedstructure,andthepacingofthelessonsisappropriate,providingstudentsthetimeneededtointellectuallyengagewiththeirlearning.
• Theteacherusesassessmentstosupportinstruction,throughfrequentmonitoringofprogressbyteacherand/orstudents.Teacherfeedbacktostudentsisregularandaccurate.Theteacherensuresstudentsareawareoftheassessmentcriteriausedtoevaluatetheirwork.Questions/prompts/assessmentsareusedtodiagnoseevidenceoflearning.
• Theteachermodifiesthelessonwhenneededandrespondstostudentquestionsandinterests.Theteacherseeksapproachesforstudentswhohavedifficultylearning.
• Theteachercommunicatesfrequentlywithfamiliesandsuccessfullyengagesthemintheinstructionalprogram.Informationtofamiliesaboutindividualstudentsisconveyedinaculturallyappropriatemanner.
• Theteacherparticipatesintheprofessionalcommunityandinschoolanddistricteventsandprojects.Theteachermaintainspositiveandproductiverelationshipswithcolleagues,administratorsandparents.
• Theteacherparticipatesinprofessionaldevelopmentbasedonanindividualassessmentofneedandactivelysharesinformationwithothers.Theteacheracceptsandactsuponfeedbackfromsupervisorsandcolleagues.
• Theteacherdisplaysahighlevelofethicsandprofessionalismindealingswithstudents,colleagues,administratorsandparentsandcomplieswithschoolanddistrictregulations.
• Theteachersupervisesstudentsorassistswithsupervisioninbothteachingandnotteachingsituations.
• Other duties as assigned.

Mental Demands:

• Abilitytocommunicate(verbalandwritten);abilitytoinstructstudents,andeffectivelycommunicatewithparentsandcolleagues.
• Ability to maintain emotional control under stress.
• Abilitytouseweb-basedprograms,e-mail,andtechnology(laptop,Smartboard,etc.)

Working Conditions:

• Indoorclassrooms/School,exposureto:studentnoise,lawnmowing,music,odorsoffood,mowedgrassandpossiblecommunicablediseases.
• Regular work attendance.

Approved February 12, 2015

Qualifications

General Qualifications:

• Willingnesstoserveotherdistrictsuponrequestandscheduleavailability
• StandardSpecialEducationCertificateforages3-21,withendorsementinVisualImpairment

Why choose RCS? Here are three reasons, just to get started...

• Our Students. Once you meet them, you will love them!
• Small Classes. We pride ourselves on our very small class sizes (15-20 per class).
• Professional Support. Our schools have Instructional Coaches, Tech Integration Specialists, Reading and Math Specialists, Counselors and Social Workers--all to support you and your students.