Special Education Vision Teacher
Location:EAC (Education and Administration Center)
Recruiting Start Date:04/29/2022
Estimated Start Date:08/08/2022
Licensed Teacher of the Visually Impaired
This position is responsible for providing standards-based instruction and support to pre-k through transition learners who are visually impaired and who may have additional needs. Utilizes Colorado Academic Standards and benchmarks in establishing instructional goals; and provides assessments that monitor learner progress, in a safe and civil school environment. Strong focus on the Expanded Core Curriculum for all students, pre-k through transition.
A licensed professional who designs and delivers learning experiences for students in a grade level and/or content area; organizes and facilitates the learning process utilizing a variety of evidence-based instructional practices and applicable technology; participates in a community of learning to develop and refine knowledge and skills for the academic, civic, social and emotional success of students; consistently evaluates student progress, makes appropriate adjustments, and communicates student progress; regularly collaborates, reflects, and grows to improve learning opportunities for students
The following statements are illustrative of the essential functions of the job and other key duties that may be required. The description may not include all functions performed by the incumbents in various locations. The district reserves the right to modify or change the duties or the essential functions of this job at any time.
- Consistently shows for work as scheduled
- Performs other duties as assigned
- Attains proficient or higher evaluations on established Performance Standards
- Demonstrates mastery of and pedagogical expertise in the content taught; at elementary is an expert in literacy and mathematics and is knowledgeable in all other content; at secondary has knowledge of literacy and mathematics and is a content area expert
- Provides instruction aligned with the Colorado Academic Standards and the organized plan of instruction
- Develops and implements lessons that connect to a variety of content areas and disciplines; emphasizes literacy and mathematical practices
- Demonstrates knowledge of the content, central concepts, inquiry, appropriate evidence-based instructional practices, and specialized characteristics of the disciplines being taught
- Establishes a safe, inclusive and respectful learning environment for a diverse population of students
- Fosters a predictable learning environment characterized by acceptable student behavior and efficient use of time in which each student has a positive, nurturing relationship with caring adults and peers
- Demonstrate an awareness of, a commitment to, and a respect for multiple aspects of diversity, while working toward common goals as a community of learners
- Engages students as individuals, including those with diverse needs and interests, across a range of ability levels by adapting their teaching for the benefit of all students
- Works collaboratively with the families and/or significant adults for the benefit of students
- Plans and delivers effective instruction and creates an environment that facilitates learning for their students
- Demonstrates knowledge about the ways in which learning takes place, including the levels of intellectual, physical, social, and emotional development of their students
- Uses formal and informal methods to assess student learning, provide feedback, and to use results to inform planning and instruction
- Integrates and utilizes appropriate available technology to engage students in authentic learning experiences
- Establishes and communicates high expectations and use processes to support the development of critical-thinking and problem-solving skills
- Provides students with opportunities to work in teams and develop leadership
- Models and promotes effective communication
- Demonstrates professionalism through ethical conduct, reflection, and leadership
- Demonstrates high standards for professional conduct
- Links professional growth to professional goals
- Responds to a complex, dynamic environment
- Demonstrates leadership in the school, the community, and the teaching profession
- Assesses the progress of students on a regular basis and provides reports as required
- Complies with applicable state and federal laws, district administrative policies, procedures, and practices, and location requirements
- Ensures that students are supervised at all times
- Follows established policies and procedures regarding the health, safety, welfare, and education of students
- Implements by instruction and action the district's philosophy of education and instructional goals and objectives
- Instructs, assesses, and differentiates for all students' academic, social, emotional, and health needs
- Maintains accurate, complete, and correct records as required by law and district policy
- Makes provision for availability to students and parents for education-related purposes when required or requested
- Manages materials and supplies
- Models appropriate conduct at all times
- Performs duties as directed by supervisors and administrators
- Performs non-instructional duties as directed
- Plans a program of study that meets the individual needs, interests, and abilities of the students
- Plans and supervises purposeful assignments for educational support staff and volunteer(s) and, cooperatively with supervisor, evaluates their job performance
- Responds as directed and as necessary in safety and/or crisis situations
- Supervises volunteers and paraprofessionals where applicable
- Uses and integrates technology to support professional responsibilities, instruction, data interpretation, and student learning
- Uses effective conflict resolution
- Uses feedback and reflects about professional practice to improve teaching and learning
- Performs work associated with standards-based instruction: prepares lesson plans, adapts instructional materials, develops input for and presents instructional/learning activities based upon the Individualized Education Program (IEP), maintains a positive learning environment utilizing appropriate positive behavior support strategies, keeps learners on task and engaged
- Demonstrates knowledge and skill in the development and use of accommodations for learners who are visually impaired, and further, in the areas of task analysis, assessment, progress monitoring, daily living skills, behavior management, organization / planning, curriculum development, current technology practices relative to learners who have vision loss, parent relations and teamwork
- Utilizes technology to model, teach, and assist learners relative to instruction and activities.
- Demonstrates knowledge / skill in the areas of project and technology-based learning.
- Organizes the instructional environment for collaborative group work.
- Works as part of an education/assessment team responsible for identifying, developing, implementing, monitoring and evaluating individual objectives for assigned learners
Knowledge, Skills, and Abilities
- Ability to adapt to changing technologies and to learn functionality of new equipment and systems
- Ability to communicate effectively verbally and in writing
- Ability to create, access, input, retrieve, and manipulate information in various software systems
- Ability to establish and maintain accurate record keeping, document management, and filing systems
- Ability to establish and maintain effective working relationships with individuals from many diverse backgrounds and professions including supervisors, administrators, coworkers, staff, students, parents, and the general public
- Ability to follow oral and written instructions
- Ability to greet and interact with the public in a courteous and professional manner
- Ability to maintain confidentiality
- Ability to manage simultaneous demands and set clear priorities
- Ability to work days, hours, locations, and assignments as directed by the supervisor within the position responsibilities
- Ability to work independently without direct supervision
- Commitment to the education of students as a primary responsibility
- Communicates effectively with students and adults in a wide variety of settings
- Computer proficiency including office productivity applications
- Demonstrated ability to manage simultaneous demands and set clear priorities
- Demonstrated ability to work well with others in a team setting
- Demonstrates citizenship, compassion, courage, discernment, excellence, honesty, hope, integrity, patience, perseverance, reliability, respect, responsibility, and trustworthiness
- Demonstrates effective organizational and time management skills
- Energetic, creative, innovative, flexible
- Excellent cooperative, collaborative, and problem-solving skills
- Knowledge of Special Education, other educational programming, and associated legal requirements as related to the needs of the students assigned to the teacher
- Promotes a positive climate, culture, and community
- Strong organizational, interpersonal, written, listening, and verbal communication skills
- Student-centered and relationship-focused
- Understanding of data privacy laws and their implications for the educational community
- Willingness to participate in ongoing training as required
- Knowledge of, and ability to apply, current standards-based educational practices associated with learners who are visually impaired to a variety of settings
- Knowledge of Expanded Core Curriculum for learners with visual impairments, including those with additional disabilities
- Knowledge of, and ability to assess, apply and implement technology to perform the requirements of the position; ability to effectively utilize a variety of computer software applications that relate to the student’s needs; willingness to stay current and develop skills as needed with or without direct support
- Knowledge of, and ability to effectively adapt and apply, teaching skills, learning environment management and lesson preparation to a technology rich environment, which may include but is not limited to on-site classroom, telepresence, and multiple distance education technologies and delivery modes; ability to effectively implement technology necessary to model, teach, and assist learners relative to instruction and activities
- Ability to establish high standards for what learners must know and be able to do
- Ability to demonstrate competency in Braille by the end of the first instructional year, as evidenced by possession of a CDE Certificate of Braille Competency
Work Environment: The work environment characteristics described here are representative of those a staff member typically encounters while performing the essential functions of this job. They are included for informational purposes and are not all-inclusive.
- The noise level in the work environment may alternate among quiet, moderate, and loud.
- The incumbent is frequently required to interact in person and through communication methods with the students, public, and/or other staff.
- The incumbent is required to work scheduled school/work hours and/or days.
- The incumbent may be required to work extended school/work hours and/or days as directed.
- The incumbent operates primarily independently and frequently with others in a professional school environment indoors regularly and outdoors occasionally.
Physical Demands: The following are some of the physical demands commonly associated with this position. They are included for informational purposes and are not all-inclusive. All physical demands, if listed, are considered essential functions.
- Sits, stands, walks, stoops, kneels, and crouches/squats while performing duties
- Has oral and auditory capacity enabling interaction interpersonally and/or through communication devices
- Uses eyes, hands, and finger coordination enabling the use of equipment and writing utensils
- Typical demands require staff to lift/push/pull or carry up to 50 lbs.; may have to lift students when assistance is required; able to safely lift 50 lbs. each in a two person lift, and may be higher for some assignments depending on position and student need; climb stairs, ladders, and/or stools; reach, hold, grasp and turn objects; use fingers to operate computer keyboards; feel the shape, size and temperature of objects; and physically restrain students when necessary.
- This position is very active and may require moving from one location to another in short amounts of time depending on the needs of students and staff.
Cognitive Functions: The following are some of the cognitive functions commonly associated with this position. They are included for informational purposes and are not all-inclusive. The staff member may be required to analyze, communicate, compare, compile, compute, coordinate, copy, evaluate, instruct, negotiate, synthesize, reason, and use interpersonal skills.
(Based on education and experience at 100% FTE)
Scheduled Weekly Hours:37.5
Hours per Day:7.5 hour(s) per day
Number of Days per Year:183 days M-F
FLSA Status:United States of America (Exempt)
How to Apply:
New applicants (including current district staff members) must use the Workday application portal. Documents emailed directly to a supervisor will not be considered for application purposes and will not receive a response. A completed online application also includes the following uploaded documents in PDF format:
- A current resume
- Three current letters of recommendation (ie: within the last 2-3 years)
- Complete undergraduate and graduate transcripts (in color, readable, and reflecting official status where applicable)
- Applicable Colorado License or evidence of eligibility as indicated in the job posting ("Evidence of Eligibility" means license application with CDE is in process)
Please do not call to request site visits or interviews at the school/location. Please direct all inquiries via the email address indicated on the posting.
Hiring Manager Email: