Teacher for the Visually Impaired (0.5 FTE) 2024-2025 School Year

REDWOOD CITY SCHOOL DISTRICT

Position: Teacher for the Visually Impaired

RCSD takes pride in our dedicated workforce and strong connection with our students, families, and community. Our highly dedicated and skilled team of professionals provides a safe and supportive, inspirational and rigorous, joyful and inclusive environment for all learners. We are looking to build our workforce with a staff who share this vision and want to instill passion in learning emphasizing student strengths and gifts for all learners: all abilities, all ethnicities and cultural identities, LGBTQ+ youth, and multilingual learners.

Brief Description of Position:

Under the direct supervision of the Special Education Administrator or site Principal, the teacher of students with visual impairments (TVI) serves as a member of the Individualized Education Program (IEP) and/or Individualized Family Service Plan (IFSP) teams and screens, assesses and identifies students with visual impairments which adversely impact their educational progress. The TVI plans and provides direct and/or indirect consultative services relating to visual impairments based on IEP/IFSP goals to provide access to learning in the classroom, home and community environments. The students are eligible for special education and range in age from birth through 21.

REPRESENTATIVE DUTIES:

Incumbents may perform any combination of the essential functions shown below This position description is not intended to be an exhaustive list of all duties, knowledge or abilities associated with this classification, but is intended to accurately reflect the principal job elements.

MAJOR DUTIES AND RESPONSIBILITIES:

• Complies with evaluation standards, prepares written evaluation reports, and determines eligibility for services based on the California Education Code and Individuals with Disabilities Education Act (IDEA). Effectively communicates assessment results to the IEP/IFSP team.

• Provides screening and referral procedures to appropriate personnel and recommends specialized evaluations and assessments as needed. Performs functional vision and learning media assessments on new referrals and at intervals designated by the IDEA.

• Interprets medical reports as they relate to education environments (e.g., communicate with low-vision specialists,ophthalmologists, neurologists, neuro ophthalmologists and optometrists concerning exams, and attend exams when appropriate).

• Administers miscellaneous evaluations and assessments to students as appropriate and interprets results to staff and parents/guardians. Regularly informs school personnel of the needs and progress of identified students.

• Develops and contributes to IEP/IFSP goals, accommodations, and modifications aligned with students' needs and learning styles based on assessment results. Creates learning plans consistent with IEP/IFSP goals. Reviews goals and objectives and makes recommendations for changes to the IEP/IFSP as needed.

• Participates in the multidisciplinary team process regarding eligibility, IEP/IFSP development, consultation services and service delivery models.

• Consults with diagnosticians, teachers, students, parents/guardians pertaining to evaluations, accommodations, modifications, student scheduling, and test administrations.

• Provides assessment, instruction, and consultation to educational team members related to expanded core curriculum.

• Assists in determining the need for and securing instructional materials and equipment for students with visual impairments to learn, including ensuring necessary room modifications and lighting provisions.

• Provides instruction in multiple areas of the expanded core curriculum, including assistive technology skills, career and vocational education, compensatory and access skills, independent living skills, orientation and mobility, recreation/leisure skills, self-determination skills, sensory efficiency skills, and social interaction skills.

• Consults with and provides information to educational team members, including teaching and support staff, service providers, and parents/guardians, regarding specialized strategies needed for each student with visual impairment and maximizing incorporation of the expanded core curriculum in the general education setting.

• Facilitates and supports the social integration and peer interaction of students with visual impairments.

• Provides training and support to students, teaching and support staff, and parents/ guardians to enhance the independence of students with visual impairments.

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• Participates with other school personnel and agencies as appropriate to secure job-related experiences and participates in transition planning for students with visual impairments.

• Provides modified materials, including Braille, recorded/enlarged materials, and tactile symbols as appropriate to student need to team members and students.

• Utilizes research-based methods and materials that are appropriate for meeting each identified student's goals and objectives.

• Utilizes a variety of materials and trains others in their use as necessary.

• Maintains schedules and records that document services provided, progress towards goals, and exit from services when appropriate .

• Participates in site Student Study Team (SST) meetings as needed/requested.

• Communicates and provides information to families, teachers, schools and other agencies about District and/or regional vision programs, including available recreational and extended school year programs, to support the needs of students with visual impairments.

• Maintains professional competence related to educational best practices and eligibility along with technological advances in educating students with visual impairments through participation in professional growth activities, ( e.g., attending conferences, workshops, area meetings, and reading journals in the field of visual impairments).

• Complies with established state and federal laws, regulations, policies, and procedures as related to special education and visual impairments.

• Attends staff meetings and serves on committees as needed.

• Performs other duties consistent with the position as requested by the site administrator and/or District Special Education administrator.

EDUCATION AND EXPERIENCE:

Bachelor's degree or higher from an accredited college or university.

LICENSES AND OTHER REQUIREMENTS:

Valid California Education Specialist credential in Visual Impairments, or equivalent from out of state.

KNOWLEDGE OF:

• Knowledge of Braille Code and Nemeth Code

• Eligibility criteria for visual impairment.

• Principles and techniques of assessment and instruction for students with visual impairments.

• Methods, materials and procedures providing accommodation and modification for students with visual impairments.

• Correct English usage, grammar, spelling, punctuation, and vocabulary.

• State and federal laws and regulations regarding special education records, due process, service provision and visual impairments.

ABILITY TO:

• Read, write, understand, and speak adequate English in order to carry out job duties.

• Provide instruction, modification, and accommodation to eligible students.

• Prepare written evaluations and reports.

• Create appropriate learning plans.

• Develop student rapport and establish a positive instructional atmosphere.

• Communicate and work effectively with the families of students with disabilities.

• Work collaboratively with other professionals.

• Maintain student records and prepare reports as specified by the District.

• Operate instructional technology, access technology specific to visual impairment and office equipment.

• Prioritize work, meet timelines, and observe health and safety regulations.

WORKING CONDITIONS:

Classroom and general school campus environment; community environment; home environment. The position serves in an itinerant capacity providing instruction and support at various school sites and locations.

PHYSICAL ABILITIES:

Hearing and speaking to exchange information in person and on the telephone; seeing to read, prepare and proofread documents; sitting or standing for extended periods of time; dexterity of hands and fingers to operate a computer keyboard, braille writer and other office equipment; kneeling, bending at the waist and reaching overhead, above the shoulders and horizontally to retrieve and store books, materials, files and supplies; lifting light to medium weight objects.

Work Calendar: Certificated Teacher

RCTA Salary Schedule for DHH

An Equal Opportunity Employer

The Redwood City School District (RCSD) is an equal-opportunity employer that is committed to diversity and inclusion in the workplace. We prohibit discrimination and harassment of any kind based on race, color, sex, religion, sexual orientation, national origin, disability, genetic information, pregnancy, or any other protected characteristic as outlined by federal, state, or local laws.

This policy applies to all employment practices within our organization, including hiring, recruiting, promotion, termination, layoff, recall, leave of absence, compensation, benefits, training, and apprenticeship. RCSD makes hiring decisions based solely on qualifications, merit, and business needs at the time.

The Redwood City School District seeks to employ individuals who represent the rich diversity of cultures, language groups, and abilities of its surrounding communities.