Itinerant, Teacher of Students with Visual Impairments

Basic Information

Date posted: 01/16/2019

Location: Washington, DC, (USA)

Posted by: DCPS

Salary: $55,209 - $108,262

Contact Information

Address

1200 First St, NE, Washington DC, 20002

Phone

202-578-1281

More Details

Qualifications

  • Bachelor’s degree.
  • Master’s degree in special education or related field.
  • Previous exposure to or experience in the education sector a plus.
  • Experience working with children and young adults with visual impairments to include blindness.

Meets the standard of Highly Qualified Educator as outlined in the No Child Left Behind Act.

Job Description

Position Overview
The Office of Social Emotional Academic Development works with the Chancellor to ensure coherence in the educational experience for our students, families, and schools. Our goal is to initiate change and lead DC Public Schools into the highest performing school district in the nation. We are currently in the process of creating our next strategic plan. After engaging with over 3,000 internal and external stakeholders to help shape the future of DCPS, our draft strategic priorities include:

  • Promote Equity: Define, understand, and promote equity to close achievement gaps and interrupt institutional bias.
  • Empower Our People: Recruit, develop, and retain a talented, caring, and diverse team.
  • Educate the Whole Child: Provide rigorous, joyful and inclusive academic and social emotional experiences for all students.
  • Ensure Excellent Schools: Increase the number of high quality schools across the district by defining blended autonomies for schools and creating opportunities for innovation.
  • Engage Families: Deepen partnerships with families and community.
  • The mission of the Office of Teaching and Learning (OTL) is to deliver high-quality instructional resources, enhance classroom practice and scale effective programs to increase DCPS student achievement and prepare all students for success in college, career, and life. OTL spans four core competency areas:
  1. Curriculum;
  2. Professional learning;
  3. Enrichments and interventions; and
  4. Formative assessment.The Division of Specialized Instruction (DSI) works to provide a high quality continuum of services in an inclusive environment so every student with disabilities is prepared for success in college, career, and life. The division works with schools to design, implement, and monitor programs and supports for students with disabilities.The Itinerant Teacher, Students with Visual Impairments will report to the Manager, Low Incidence.The below statements are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other duties may be assigned.
  5. Essential Duties and Responsibilities
  6. The Itinerant Teacher, Students with Visual Impairments will travel to different assigned schools in the district to provide direct and/or consultative special education services relating to visual impairments and blindness. These services enable the students to learn in classroom and community environments. The students range in age from 3 through 21, and may or may not have additional disabilities. The cognitive levels of the students range from severely impaired to gifted and talented. This position is a safety-sensitive position. As a result, throughout employment this position will be subject to the Employee Mandatory Drug and Alcohol Testing Policy.
  7. Team members support school-based staff in implementing DCPS’s existing academic programs while simultaneously working to rethink and redesign school programming, academic and curricular resources and educator professional development.
  • Provides instruction for visually-impaired students by developing, selecting, and modifying instructional plans and materials to meet the needs of students utilizing Braille, large print, and technological devices.
  • Performs functional vision and learning media assessments on new referrals and at intervals as designated by the Individuals with Disabilities Education Act (IDEA).
  • Interprets medical eye reports as they relate to educational environments.
  • Recommends appropriate specialized evaluations and assessments, such as orientation and mobility.
  • Implements research-based strategies and interventions.
  • Schedules time efficiently for assessment, instruction, planning, preparation of materials, travel, and conference with relevant school and other key individuals.
  • Participates as a vision professional in eligibility and IEP meetings.
  • Develops observable and measurable IEP goals and objectives.
  • Collaborates with teachers to ensure appropriate accommodations, modifications, adaptive and assistive devices, supplementary aids, and services are available to students when appropriate.
  • Maintains service notes.
  • Maintains samples of student work and data related to progress toward identified goals/objectives.
  • Reports student progress on a quarterly basis.
  • Maintains regular communication with parents and families.
  • Personal Qualities of Top Candidates
  • Commitment to Equity: Passionate about closing the achievement gap and ensuring that every child, regardless of background or circumstance, receives an excellent education.
  • Leadership: Coaches, mentors, and challenges others to excel despite obstacles and challenging situations.
  • Focus on Data-Driven Results: Relentlessly pursues the improvement of central office performance and school leadership, instruction, and operations, and is driven by a desire to produce quantifiable student achievement gains.
  • Innovative Problem-Solving: Approaches work with a sense of possibility and sees challenges as opportunities for creative problem solving; takes initiative to explore issues and find potential innovative solutions.
  • Adaptability: Excels in constantly changing environments and adapts flexibly in shifting projects or priorities to meet the needs of a dynamic transformation effort; comfortable with ambiguity and non-routine situations.
  • Teamwork: Increases the effectiveness of surrounding teams through collaboration, constant learning and supporting others; sensitive to diversity in all its forms; respects and is committed to learning from others.
  • Dependability: Does whatever it takes to consistently deliver with high quality under tight deadlines; successfully manages own projects through strong organization, detailed workplans, and balancing of multiple priorities.
  • Communication and Customer Service Skills: Communicates clearly and compellingly with diverse stakeholders in both oral and written forms; anticipates and responds to customer needs in a high-quality and courteous manner.