Teacher Of The Visual Impaired

Job Overview:

This position will work with a team of experts in our Visually Impaired Department on campus. The provider is a Teacher for the Visually Impaired (TVI) specifically trained to teach students who have a visual impairment and that can provide intensive, individualized instruction for students with complex support needs. The teacher needs to excel in high-intensity environments that focus on developing functional sensory access, tailored communication strategies, and meaningful daily routines to help students navigate their world. Provider is an expert in modeling strategies for learning and daily activities, as they understand how vision impacts a student's learning. The provider will teach various skills such as self-advocacy, braille, assistive technology, and other expanded core curriculum areas. The provider will also be required to teach content standards. In addition, they design and implement instructional plans individualized to each student's needs.

Core Impact Areas

Breakdown of Essential Responsibilities:

A. Provide Direct Instruction (60%)

B. Instructional Plans, Conducting Assessments, and Documenting (20%)

C. Family and Caregiver Communication (15%)

D. Other Duties as Assigned (5%)

Candidates should have the following:

Knowledge of Special Education

• Understand how exceptionalities may interact with development and learning and use this knowledge to provide culturally responsive, meaningful, and challenging learning experiences for individuals with exceptionalities.

• Demonstrate the ability to create and implement personalized, safe, respectful, inclusive, and culturally responsive learning.

• Demonstrate knowledge of standards used in Montana schools and the ability to use general and specialized curricula to implement individualized learning opportunities that align with the needs of students with exceptionalities.

• Use multiple methods of assessment and data sources to evaluate and identify individualized learning needs and make a variety of education decisions.

• Select, adapt, and use a repertoire of evidence-based instructional strategies including explicit, systematic instruction, assistive technology, whole group instruction, small group instruction, and individual instruction to support and self-regulate learning.

• Use foundational knowledge of the field along with professional ethics and standards.

• Collaborate, communicate, and advocate in culturally responsive ways with all individuals involved in the special education process to improve programs, services, and outcomes for individuals with exceptionalities and their families, including, but not limited to, facilitating meetings, scheduling services, working with paraeducators and related providers, and implementing accommodations and modifications.

• Demonstrate an understanding of the philosophical, historical, and legal foundations of special education.

• Demonstrate proficiency in special education procedural competencies including knowledge of state and federal regulations, rules, and processes and knowledge of the state data collection system and state forms.

• Demonstrate an understanding of disability categories and characteristics to the extent necessary to use eligibility criteria to make informed decisions concerning learner identification.

Knowledge of Visually Impaired Pedagogy

• Understand the models, theories, philosophies, and regulatory history that form the basis for educating students who are visually impaired or blind, including those with additional disabilities.

• Possess a deep understanding of the unique development and learning needs of students who are visually impaired or blind.

• Design and implement learning experiences that include the school district curriculum and the expanded core curriculum (ECC), and use effective instructional strategies for students who are visually impaired or blind.

• Understand strategies and reading methods for using alternative learning media, i.e., Braille, large print, auditory.

• Understand strategies for teaching the use of assistive technology, e.g., optical, nonoptical, high to low tech.

• Understand strategies for teaching career-vocational skills and providing vocational counseling.

Knowledge of Family and Community Partnerships

• Know about, understand, and value the complex characteristics and importance of children's families and communities including home language, cultural values, ethnicity, socioeconomic conditions, family structures, relationships, stresses, childhood trauma and adverse childhood experiences, and community resources.

• Collaborate with families as equal partners in creating respectful, reciprocal relationships.

• Promote and encourage family engagement in all aspects of children's development and learning including assisting families to find curriculum and resources concerning parenting, mental health, health care, and financial assistance.

• Demonstrate essential knowledge and core skills in team building and in communicating with families and colleagues from other disciplines to encourage and value familiesꞌ participation in curriculum and program development as well as assessment of children's learning.

Knowledge of Observation, Documentation, and Assessment

• Understand the importance of different types of developmentally appropriate assessments, including, but not limited to, observation, portfolio assessment, and work samples for children to demonstrate their skills and abilities.

• Understand the goals of assessment to summarize, analyze, and use assessment information gathered.

• Understand assessments with established reliability and validity that consider children's development, ability, culture, and language.

Knowledge of Teaching and Engagement

• Utilize the environment, schedule, and routine as learning opportunities.

• Create a caring community of learners.

• Utilize a broad repertoire of appropriate teaching skills and strategies supportive of learners.

• Provide curriculum and learning experiences that reflect the principles of universal design for learning, the languages, cultures, traditions, and individual needs of diverse families and children, with particular attention to the cultures of the children and families in the classroom and to American Indians and tribes in Montana.

Knowledge of Curriculum

• Design, implement, and evaluate developmentally meaningful, integrated, and challenging curriculum for each child using professional knowledge, Montana Content Standards (K-12), and Indian Education for All.

• Integrate and support in-depth learning using both spontaneous and planned curricula and teaching practices in each of the academic discipline content areas including language and literacy; science; mathematics; social studies; the performing and visual arts; health and well-being; and physical development, skills, and fitness.

• Base curriculum planning on the understanding of the particular significance of social, emotional, and behavioral development as the foundation for young children's school readiness and future achievements.

Professionalism

• Identify and involve oneself with the distinctive history, values, knowledge base, and mission of the education field to become an informed advocate for all children and their families.

• Uphold and use state and national codes of ethical conduct for the education of children and other applicable regulations and guidelines.

• Collaborate with multiple stakeholders.

• Use formal and informal assessments, professional teaching knowledge, reflection, collaborative relationships, and critical thinking to analyze and continuously improve professional practices with children and their families.

• Engage in continuous, collaborative learning to inform practice.

• Develop and sustain the habit of reflective and intentional practice in their daily work with children.

Education & Experience:

• Required: Eligible Licenses- Class 1 Professional Teaching License, or Class 2 Standard Teaching License

• Preferred: Eligible Endorsements- 32A VI, 32A SPE, 32E SPE, or 32S SPE

Knowledge & Skills:

• Communication: Proficiency in American Sign Language (ASL) or a willingness to reach target proficiency levels to foster cooperative relationships with students and staff.

• Leadership: Ability to handle controversy objectively, manage a diverse team, and maintain effective relationships with families and stakeholders.

• Technical: Must possess or have the ability to possess the following from The Montana Office of Public Instruction by the first instructional day of the academic calendar