ESD 113 learns from and cares for our staff, students, families, schools, and the land, works alongside communities to build pathways that expand opportunity, and acts with collective purpose to advance educational justice. Employees are provided access to the Employee Assistance Program, which provides resources for employee well being and mental health.

We provide the highest quality special education services to rural districts within the ESD 113 region in beautiful Western Washington (Grays Harbor, Lewis, Mason, Pacific & Thurston Counties).

Why Work With Us?

Full-time, four day work week
8.75 hours/day
148 days/year
State benefits
Competitive salary
Travel reimbursement
Exceptional support

Required Attachments:

Cover Letter
Resume
3 Certificated Reference Forms and/or Letters
Transcript

Benefits:

The position is eligible for the following benefits: Medical/Vision/Dental Insurance, FSA/DCAP, Life/AD&D Insurance, LTD Insurance, Retirement, DCP, EAP, Sick Leave and Personal Leave.

Purpose Statement

The job of Teacher of Students with Visual Impairments - Special Education is done for the purpose of providing instruction, individualized programming, service and support to meet the needs of assigned students who have visual impairments within assigned school districts.

This job is distinguished from similar jobs by the following characteristics: Per the essential functions and educational requirements listed below.

This job reports to: Senior Director - Special Education Cooperative or Designee

Essential Functions

• Assists districts in obtaining necessary alternative format materials and equipment as identified through the IEP process for the purpose of ensuring assigned students have access to appropriate educational materials.

• Assumes responsibility to participate as a multidisciplinary team member in the planning, implementation, and evaluation of school programming for the purpose of maintaining positive interactions with parents and meeting IEP progress reporting requirements.

• Collaborates with families, students and district personnel to develop IEP goals and objectives in the areas of the expanded core curriculum (e.g. Compensatory skills, including braille and literacy; Assistive Technology; Independent living; Career and vocational education; Recreation and leisure skills; Social Interaction skills; Self-Determination; Orientation and Mobility; sensory Efficiency, etc.) for the purpose of providing assigned students appropriate educational services.

• Collaborates and communicates with multi-disciplinary team members for the purpose of educational planning for student achievement.

• Communicates program rationale and procedures to staff, community, and students for the purpose of establishing consistency amongst all stakeholders.

• Coordinates and collaborates programs and instruction including community based options for the purpose of meeting individual needs of students as addressed by their IEP.

• Creates legally appropriate goals and objectives for the purpose of meeting compliance requirements including Safety Net funding.

• Develops and consistently implements functional life skills programming for the purpose of meeting individual needs of students as addressed in their IEP.

• Develops interpersonal relations with the staff, parents and students for the purpose of establishing a positive culture and relationships.

• Evaluates student progress toward instructional goals and objectives continuously and adjusts programming relative to that monitoring for the purpose of assisting in providing students with an appropriate education in their least restrictive environment.

• Keeps current with educational development with the profession for the purpose of conveying and/or receiving information to develop or enhance skills.

• Leads a multi-disciplinary team in the development of appropriate IEPs and shares goals with the sending district for the purpose of establishing and communicating a collaborative environment with districts.

• Maintains records and data documenting student progress, service logs and communication for the purpose of ensuring appropriate documentation of student progress and services.

• Maintains ongoing communication with all parties involved in the student's education, including the parents, for the purpose of ensuring information needed to develop and provide educational services for assigned students is delivered in a timely manner.

• Performs necessary functional vision, learning media assessments, including areas of Expanded Core Curriculum, and Orientation and Mobility assessment if appropriate, CVI Range for the purpose of developing appropriate educational services for students.

• Prepares meaningful instruction geared to the student's assessed needs, as identified in the IEP for the purpose of providing assigned students with appropriate educational services.

• Provides direct consultative services as per Individual Education Plans (IEP) for the purpose of meeting assigned students' IEP service objectives.

• Provides workshops and in-services as needed to assist families and school district personnel for the purpose of improving their understanding the unique needs of the visually impaired learner.

• Provides consultation to classroom teachers and other involved personnel, and adapt materials as needed for the purpose of enabling assigned students to benefit from instruction.

Marginal Functions

• Assists other personnel as may be required for the purpose of supporting them in the completion of their work activities.

• Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit.

Job Requirements: Minimum Qualifications

Skills, Knowledge and Abilities

Skills: Skills are required to perform multiple, technical tasks with a need to occasionally upgrade skills in order to meet changing job conditions. Specific skill based competencies required to satisfactorily perform the functions of the job include: applying assessment instruments; operating specialized equipment used in the support of students with visual impairments; operating standard office equipment including pertinent computer software; preparing and maintaining accurate records; skills in human relations which demonstrate sensitivity to needs and concerns of others; excellent time management skills; and establishes and maintains positive relationships with students, parents, and colleagues.

Knowledge: Knowledge is required to perform basic math, including calculations using fractions, percents, and/or ratios; read technical information, compose a variety of documents, and/or facilitate group discussions; and analyze situations to define issues and draw conclusions. Specific knowledge based competencies required to satisfactorily perform the functions of the job include: knowledge of current approaches to teaching students with visual impairments; understands and uses collaborative problem solving; use and operation of equipment for supporting students with visual impairments; and pertinent codes, policies, regulations, and laws.

Ability: Ability is required to schedule a significant number of activities, meetings, and/or events; often gather, collate, and/or classify data; and consider a variety of factors when using equipment. Flexibility is required to work with others in a wide variety of circumstances; analyze data utilizing defined but different processes; and operate equipment using a variety of standardized methods. Ability is also required to work with a significant diversity of individuals and/or groups; work with data of varied types and/or purposes; and utilize a variety of job-related equipment. Independent problem solving is required to analyze issues and create action plans. Problem solving with data requires analysis based on organizational objectives; and problem solving with equipment is moderate. Specific ability based competencies required to satisfactorily perform the functions of the job include: flexibility; organizes time, materials, etc.; projects enthusiasm; expresses ideas clearly; learns new ideas and skills; ability and willingness to develop favorable relationships with students; uses the principle of learning for program development; relates in a positive way with students, staff, parents, and community; effectively communicates orally and in writing with clarity and conciseness; works cooperatively with staff, administration and support personnel in a team approach to solving individual learning problems; maintains high ethical standards through all duties; uses a variety of educational development assessment instruments; provides parents and families specific techniques or programs to intervene, maintain and/or change identified strengths/areas of growth; displays commitment to professional growth; follows established policies and procedures; lifts 100 pounds occasionally with expectations that support the acquisition of student’s independence and success; work effectively with diverse groups; and to work independently.

Responsibility

Responsibilities include: working under limited supervision following standardized practices and/or methods; directing other persons within a department, large work unit, and/or across several small work units; operating within a defined budget. Utilization of some resources from other work units is often required to perform the job’s functions. There is some opportunity to significantly impact the organization’s services.

Work Environment

The usual and customary methods of performing the job’s functions require the following physical demands: significant lifting, carrying, pushing, and/or pulling, some climbing and balancing, frequent stooping, kneeling, crouching, and/or crawling and significant fine finger dexterity. Generally the job requires 40% sitting, 40% walking, and 20% standing. The job is performed under some temperature extremes and under conditions with exposure to risk of injury and/or illness.

Experience and Education

Experience: Job related experience within a specialized field is required. Experience working with children with multiple disabilities including blindness preferred.

Education (Minimum): Bachelor’s degree in job-related area. Master’s degree in Teacher of Visually Impaired Learner/Orientation and Mobility program preferred.

Equivalency: In certain circumstances, enrollment in an approved teacher preparation program and eligibility for a probationary/conditional teacher certificate may be substituted for successful teacher preparation completion. Coursework in special education required; experience in assessment and current best practices preferred; and experience, aptitude, and interest in serving students with visual impairments preferred.

Required Testing, Certificates and Licenses

• Unified English Braille Exam (UEB) certification or Library of Congress certification, or be able to obtain either within one year of hire date.

• Current Washington State Teacher Certificate, or ability to obtain a Washington State Teaching Certificate required.

• Valid driver’s license and insurance coverage as required by law.

• Certification as a Teacher of the Visually Impaired from an accredited and nationally recognized university program required.

• Preference for applicants that also have Orientation and Mobility Specialist certification.

Continuing Education and Clearances

• Maintains Certificates and/or Licenses.

• Criminal Justice Fingerprint/Background Clearance.

• Washington State Sexual Misconduct Disclosure Release.