Job Description


Job Number:2018-3096
Teacher-Visually Impaired/Orientation & Mobility
ERAC-Special Services
1.000
FTE:
7.00
Hours Per Day:
Position Type: Continuing
Start Time:
End Time:
Salary: $49,888.00 - $97,030.00
Open Until Filled - To be considered for this position, please submit a
Closing Date:
completed online application and upload required documents on or before
this date.
Additional Information: This position will provide support to visually impaired students. Experience
working with visually impaired preferred.
Check for additional Information
JOB TITLE:
SPECIAL EDUCATION - VISUALLY IMPAIRED/ORIENTATION AND MOBILITY SPECIALIST

GROUP:
HEA BASE CONTRACT DAYS PER FISCAL YEAR: 180

FLSA STATUS
: Exempt Plus additional days as provided by the HEA bargaining agreement

SUMMARY:
The Visually Impaired/Orientation and Mobility Specialist Teacher assesses plans, organizes and teaches orientation & mobility/vision compensatory skills for visually impaired students ages 3 through 21 in the school and community. Direct service as well as consultation is provided to students, schools, staff and parents. The teacher works with other staff to integrate students into the regular classroom. The teacher travels to the student’s assigned schools and/or homes to provide direction and/or consultative special education services relating to the vision loss.

CONTEXT AND MISSION:
Highline Public Schools serves approximately 19,000 students in the communities of Burien, Des Moines, Normandy Park, SeaTac, Boulevard Park and White Center Heights in Washington State. Starting in the fall of 2012, the Highline community came together to develop a four-year strategic plan outlining the community’s bold goals and big dreams for its children. The plan’s promise is that every student in Highline Public Schools is known by name, strength, and need, and graduates prepared for college, career, and citizenship. The collective commitment embodied in the plan is grounded in the community’s deep belief that Highline students are capable of reaching the plan’s ambitious goals and is driven by students’ aspirations for their future. The instructional vision articulated in the plan is organized around Four Pillars that guide professional and organizational practices: - Equitable access to rigorous, standards-based instruction. High-quality instruction for all students. - Results-focused professional learning and collaboration. Investing in our people so they continuously fine-tune their craft and grow in their profession. - Strong partnerships with families and community. Schools can’t do it alone. We are better when students, families, community and educators work hand-in-hand. - A culturally responsive organization. Our diversity is a strength and an asset. We are committed to equity, excellent service for all, and continuous improvement.

ESSENTIAL DUTIES AND RESPONSIBILITIES
include the following. This list is meant to be representative, not exhaustive. Some incumbents may not perform all the duties listed while in other cases related duties may also be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Assessment and Evaluation - Perform orientation and mobility evaluations that focus on long and short term needs of the student. - Provide consultation and support services to parents, regular and special education teachers, other school personnel and sighted peers. - Work with the teacher of visually impaired students to conduct the functional vision assessment as it relates to independent travel. - Evaluate the student’s progress on an ongoing basis, and keep progress notes on each student. - Assist in determining and procuring classroom equipment and materials necessary for the student with visual impairments to learn (braille, low vision devices, assistive technology, computer) including necessary room modifications and lighting changes.

JOB DESCRIPTION:
SPECIAL EDUCATION - VISUALLY IMPAIRED/ORIENTATION AND MOBILITY SPECIALIST Appropriate Learning Environment - Provides specially designed instruction in the appropriate educational media: regular print, large print, braille, auditory or a combination for students with visual impairments, as determined by the IEP. - Instruct the visually impaired student in the development of skills and knowledge that enables him/her to travel independently based on the IEP. - Teach students with vision impairments to travel with proficiency, safety and confidence in familiar and unfamiliar environments. - Transport the student to various community locations, as necessary, to provide meaningful instruction in realistic learning environments. - Be responsible for the student’s safety at all times and in all teaching environments while fostering maximum independence. Administrative/Record Keeping Duties - Be knowledgeable about community funding available for the students with vision impairments. - Provide in-service training to general and special education personnel, administrative personnel, sighted peers and parents concerning the O&M needs of the student and appropriate methods for interacting with the student with vision impairments that will foster maximum independence and safety. - Participate in necessary parent conferences and meetings as well as teachers’ staffing meetings regarding the students with vision impairments. - Maintain adequate records on all assessments, IEPs, progress reports and signed parental consent forms for permission to travel in O&M specialist’s personal car/district vehicle. - Actively participate/collaborate in an instructional team with other Special Education staff who are serving students with vision impairments. - Interpret and explain eye conditions and educational implications for school staff responsible for instruction of students with visual impairments - Register students with visual impairments with appropriate agencies such as Recordings for the Blind and Dyslexic, Washington Talking Book and Braille Library, Washington Instructional Resources Center and Department of Services for the Blind. Other Functions - Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit and supporting student learning objectives.

MINIMUM QUALIFICATION


EDUCATION AND EXPERIENCE:
Washington State Teaching Certification with endorsement in Special Education Certification as an orientation and mobility instructor One year experience teaching Braille

PREFERRED QUALIFICATIONS:
Master’s degree in Special Education Previous experience with direct instruction, data collection, behavior management and data analysis Highline Public Schools 002TCHMOBL Spec. Ed. Teacher - Visually Impaired/Orientation and Mobility Spec. Page 2 of 4

JOB DESCRIPTION:
SPECIAL EDUCATION - VISUALLY IMPAIRED/ORIENTATION AND MOBILITY SPECIALIST

CONDITION OF EMPLOYMENT:
Criminal background clearance First Aid and CPR certification within 90 days of hire and maintain certification Valid WA State Driver’s License and proof of insurance Type II driver’s license obtained within 60 days of hire

KNOWLEDGE OF:
Braille and basic mobility/orientation instruction techniques Functional low vision and low vision aids Function and use of assistive, accommodative devices for use by students with visual impairments School board policies and procedures

ABILITY TO:
Communicate effectively verbally and in writing Demonstrate interest in and provide evidence of continued personal and professional growth Demonstrate individual personal achievements Develop and implement appropriate positive behavior interventions for students Work as part of a multidisciplinary team Operate a computer and related software Maintain effective working relationships with individuals and groups in a multicultural and diverse community Work collaboratively with school and central office administrators, parents, and community members Remain flexible to changes in assignments or situations Organize activities, set priorities, and follow through to completion Comply with school board policies and follow administrative procedures

REPORTING RELATIONSHIP:
The Visually Impaired/Orientation and Mobility Specialist Teacher reports directly to the Executive Director of Student Support Services or designee and maintains the following relationships: Building Principal and Program Directors - The teacher is supervised and accountable to the Executive Director of Student Support Services & the Assistant Director of Special Education for interpreting and executing the above responsibilities in addition to other related responsibilities assigned by the Executive & Assistant Director. Personnel/Staff Members - The teacher communicates regularly with program staff, building personnel and other staff members in order to assist them in meeting District program goals.

PHYSICAL DEMANDS:
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee is regularly required to sit, stand, and walk. The employee frequently is required to use hands to finger, handle, or feel; reach with hands and arms; and talk or hear. The employee must regularly lift and/or move up to 10 pounds and occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, and ability to adjust focus. Highline Public Schools 002TCHMOBL Spec. Ed. Teacher - Visually Impaired/Orientation and Mobility Spec. Page 3 of 4

JOB DESCRIPTION:
SPECIAL EDUCATION - VISUALLY IMPAIRED/ORIENTATION AND MOBILITY SPECIALIST

WORK ENVIRONMENT:
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. While performing the duties of this job, the employee regularly works in indoor conditions and regularly works near video display. The noise level in the work environment is usually moderate. The employee must deal with angry and upset students, parents, and community members. The employee must adjust to frequent interruptions in their work schedule. The employee must use personal or district vehicle for business purposes and will occasionally be required to transport students in personal vehicle.

CLASSIFICATION HISTORY
Created by Human Resources and Executive Director Student Support Services, 2015.05.06 Job descriptions are written as a representative list of the ADA essential duties performed by the entire classification. They cannot include, and are not intended to include, every possible activity and task performed by every specific employee. Highline Public Schools 002TCHMOBL Spec. Ed. Teacher - Visually Impaired/Orientation and Mobility Spec. Page 4 of 4

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