Location: Special Education Department 

FTE:  1.0

Contract Days:  185 Days 

Anticipated Start Date: August 13, 2024
FLSA Status:  Exempt

Benefits: Eligible

Salary:  Certified Schedule #19

Priority Screen Date:  End of day on April 27, 2024

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JOB SUMMARY  

A Teacher of the Visually Impaired (TVI) is a specialized educator who works with students who have qualified for IEP services and have visual impairments. The TVI's primary responsibility is to provide support and instruction to these students including the teaching of Braille, use of technology to access their education and make accommodations and modifications within the school to all the student access to the general education curriculum.

 

MINIMUM QUALIFICATIONS

1. Valid Professional Utah Special Educator License and a Blind and Visually Impaired endorsement, a valid Utah Special Education Associate Educator license and a Blind and Visually Impaired endorsement, a valid Special Educator License from another state that is transferrable to Utah with a Blind and Visually Impaired endorsement, or will complete a teaching program prior to the contract start date that will lead to a Professional Utah Special Educator License and a Blind and Visually Impaired endorsement.
2. Professional communication skills including, but not limited to: excellent written and verbal communication skills in English; confident, articulate, and professional speaking abilities; and empathic listening and persuasive speaking skills.

PREFERRED QUALIFICATIONS

1. Bilingual Speaker:  speaks, reads, writes and understands spoken Spanish or other language representative of student population
2. Have an ESL endorsement or will obtain one within 4 years of hire
3. Dual certified TVI/O&M
4. Previous teaching experience
5. Knowledge of effective English Language Learners teaching practices; student social-emotional learning, accelerated/extended learning programs and special needs students, including laws and regulations of special education.

ESSENTIAL JOB DUTIES

1. Demonstrates Effective Planning and Preparation
   • Assess students' visual abilities and needs and develop individualized education plans (IEPs) accordingly.
   • Demonstrates knowledge of content pedagogy and knowledge of students and their developmental needs.
   • Develops clear and relevant instructional goals based on important content area concepts and suitability for students.
   • Uses a variety of settings to plan student activities including community partnerships.
   • Uses vocational and transition resources to support in class and community activities.
   • Plans lessons with vocation, transition, employment, or life-skills in mind as well as adult independence.
2. Establishes a Classroom Environment Conducive to Learning
   • Creates a respectful classroom environment by establishing positive and respectful teacher-student interactions that are appropriate to developmental and cultural norms.
   • Establishes a culture for learning by setting an expectation for learning and achievement, conveying the importance of the content, and displaying knowledge of students’ skills.
   • Manages classroom procedures and protocols, including those regarding instructional groups, transitions, handling materials and supplies, and performing non-instructional duties.
   • Manages student behavior by establishing clear expectations, monitoring and dealing with students throughout class time, and following through appropriately to correct misbehavior while respecting student dignity.
   • Organizes classroom space for safety and for effective learning. 
3. Provides Effective Instruction
   • Provide direct instruction in areas such as Braille reading and writing, and use of assistive technology.
   • Adapt classroom materials and teaching methods to meet the needs of visually impaired students.
   • Provide training and support to classroom teachers and other school staff
   • Communicates clearly and accurately, using appropriate vocabulary for age and interests.
   • Uses questioning and discussion techniques effectively to engage students.
   • Engages students in learning through use of content activities and assignments, student groupings, a wide variety of instructional materials, and the structure and pacing of the lessons.
   • Provides specific and timely feedback to students.
   • Is flexible and responsive to student learning by adjusting lessons, responding to student questions and interests, and persisting in providing a variety of approaches when students have difficulties.  
   • Plans, collaborates, and co-teaches with general education teacher to ensure students access to the general education curriculum, to the extent possible.
   • Knows post-secondary skill sets that allow students to access employment and life-skills necessary for independence.
4. Demonstrates professional responsibility

• Collaborate with other educators, parents, and service providers to ensure that students' needs are being met in all areas of their education.
• Understand and meet the needs of visually impaired students.
• Stay up-to-date on current research and best practices in the field of visual impairment.
• Reflects on own teaching by assessing a lesson’s effectiveness and drawing on a repertoire of alternative approaches.
• Maintains accurate records of students’ completion of assignments, student progress, and other non-instructional records.
• Communicates to engage families in the instructional program by providing information about vocation, transition, employment, and community resources for post-secondary supports as well as individual student progress.
• Contributes to the school and the District by establishing and maintaining professional relationships with colleagues and participating in District and school projects/extracurricular activities.
• Grows and develops professionally by seeking out opportunities for professional development and by participating in professional service activities.
• Shows professionalism by seeking out resources to proactively serve students, advocating for students, and actively participates in team or departmental decision making.
• Maintain regular and predictable attendance to fulfill job requirements in an efficient and effective manner; required to attend activities, events and meetings outside of normal work hours on a regular basis.
• Programs for and instructs students with significant disabilities, such as intellectual disabilities, developmental delay, traumatic brain injury, multiple disabilities, other health impairments, and autism.
• Monitors and reports progress on IEP goals.
• Maintains special education files, student funding reports and other paperwork as required by District, State and Federal requirements.
• Manages student behaviors in special education classroom. Follows all FBA/BIP plans for behavior with fidelity, when applicable.
• Participates in individual education plan (IEP) meetings, multi-disciplinary team meetings, and other meetings as needed.
• Works effectively with occupational therapists, physical therapists, speech therapists, district psychologists, and community agencies to develop, maintain, and evaluate student performance and IEP goals.
• Conferences with educational staff, parents, students, and outside agencies. Serves as a consultant to the general education staff, administrators, and parents.
• Trains and over sees paraprofessionals assigned to the classroom.
• Understands and applies legal concepts in Special Education timely and adequately.
• Understands and implements District adopted Special Education techniques, instruments, processes, and procedures timely and adequately.
• Supports students with personal care daily.
• Completes Medicaid logs timely.

5. Monitors Student Learning
   • Keep detailed records of students' progress and adjust instruction as needed.
   • Allows students different ways to demonstrate learning sensitive to multiple experiences and diversity, while holding high expectations.
   • Uses both formative and summative data sources to assess the effectiveness of instruction and to make adjustments in planning and instruction.
   • Documents student progress and provides descriptive feedback to students, parent and other stakeholders in a variety of ways.
6. Invest in Teaching Profession
   • Advocate for the rights and needs of visually impaired students within the school and community.
   • Collaborates with families, colleagues and other professional to promote student growth and development.
   • Adapts and improves practice based on reflection and new learning.
   • Engages in learning experiences to enhance self and support others.
   • Participates actively in decision-making processes while building a shared culture that affects the school and larger educational community.
   • Advocates for the learner, the school, the community and the profession.
   • Is responsible for compliance with federal and state laws, State Board of Education administrative rules, state assessment polices, Salt Lake City School District board policies and supervisory directives.
   • Is responsible for compliance with all requirements of State Board of Education Rule R277-530 Utah Effective Educator Standards at all levels to teacher development.
7. Is responsible for compliance with all requirements of State Board of Education Rule R277-515 Utah Educator Professional Standards.
8. Maintain professional workplace etiquette and represents the department/district in a professional manner; communicate effectively and efficiently with diverse groups of people while maintaining confidentiality and positive working relationships with co-workers, students, parents, and other district employees.
9. Demonstrates adaptability and understanding of cultural differences in working in a diverse environment while coping with stressful situations related to students and maintaining confidentiality.
10. Perform other related duties as assigned to ensure the efficient and effective operations of the District.

 

WORK ENVIRONMENT

1. Risks found in the typical work environment which is adequately lighted, heated and ventilated, e.g., safe use of office equipment, avoiding trips and falls, observing fire regulations.
2. Driving to work locations
3. Typically, the employee may sit comfortably to perform the work: however, there may be some walking, standing, bending, carrying light items, etc…

 

The Salt Lake City School District is committed to providing access, equal opportunity, and reasonable accommodation for individuals with disabilities in employment, and its services, programs, and activities. 

 

To request reasonable accommodation, contact us at Human Resource Services - Salt Lake City School District (slcschools.org) or call 801-578-8340.

 

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Non-Discrimination Statement

 

No district employee or student shall be subjected to discrimination in employment or any district program or activity on the basis of age, color, disability, gender, gender identity, genetic information, national origin, pregnancy, race, religion, sex, sexual orientation, or veteran status. The district is committed to providing equal access and equal opportunity in its programs, services and employment including its policies, complaint processes, program accessibility, district facility use, accommodations and other Equal Employment Opportunity matters. The district also provides equal access to district facilities for all youth groups listed in Title 36 of the United States Code, including scouting groups. The following person has been designated to handle inquiries and complaints regarding unlawful discrimination, harassment, and retaliation: Tina Hatch, Compliance and Investigations/Title IX Coordinator, 440 East 100 South, Salt Lake City, Utah 84111, (801) 578-8340. You may also contact the Office for Civil Rights, Denver, CO, (303) 844-5695.