Teacher OF The Visually Impaired

Classroom Teacher

To plan, organize and implement an appropriate instructional program in a learning environment that guides and encourages students to develop and fulfill their academic potential. The classroom teacher is responsible for the effective management of assigned class/classes or programs and for implementing an educational program responsive to student needs according to the school board and state policy, including the Louisiana Components of Effective Teaching. This position includes departmentalized, Special Education, Elementary and Secondary Teacher responsibilities.

Qualifications (minimum education, licensure, skills, and/or experience):

• A valid Louisiana Teaching Certificate (Type C or Level 1).
• A bachelor's degree in field.
• Visually Impaired certification
• Additional criteria the Board may establish.

Essential Job Duties and Responsibilities:

• Planning
• Use well defined learner objectives that are consistent with state and parish curriculum requirements.
• Plan activities so that entire time is used effectively to develop objectives.
• Identify and plan for individual differences.
• Identify materials effectively for the learning process.
• State method(s) of evaluation to measure learner outcomes.
• Develop an Individual Education Plan when appropriate.
• Develop/record lesson plans that are aligned to standards and content areas.

• Classroom Management
• Provide a safe environment that is conducive to learning. Organize available space, materials and/or equipment to facilitate learning. Establish a positive classroom climate of courtesy and respect.
• Maximize the amount of time available for instruction Manage routines and transitions in a timely manner. Manage and/or adjust allotted time for activities planned. Take and record attendance
• Manage learner behavior to provide productive learning opportunities. Establish expectations for learner behavior. Use monitoring techniques to facilitate learning.

• Instruction
• Deliver instruction effectively. Use technique(s) which appropriately introduce and develop lesson objectives. Sequence lessons include initiation, development and closure with continuity. Use a variety of available teaching material(s) to achieve lesson objectives. Adjust lessons when appropriate.
• Present appropriate content. Present content at a developmentally appropriate level. Present accurate subject matter. Relate relevant examples, unexpected situations, or current events to the content. Answer and or direct questions correctly and/or direct students to additional sources.
• Provide opportunities for student involvement in the learning process. Accommodate individual differences. Demonstrate ability to communicate effectively with students. Stimulate and encourage higher order thinking at the appropriate developmental levels. Encourage student participation.
• Assess student progress. Use appropriate assessment technique(s) effectively. Monitor ongoing performance of students. Provide timely feedback to students regarding their progress. Include sufficient number of grades for previous nine weeks as required by parish policy. Plan subsequent instruction based on student performance (Reteaching). Grade papers and other assignments. Enter/Average grades in location and in time frame established by supervisor and/or board policy.
• Provide direction, supervision, and evaluation of assigned paraprofessionals.
• To the extent required, develop or participate in the development of compliant Individual Education Plans (IEPs). Coordinate and ensure the delivery of special education services in each student's IEP. Hold IEP meetings within the expected timeline. Schedule IEP meetings outside the student's scheduled classroom time. Ensure the accuracy of the plan developed by the IEP team before submission. Ensure progress notes are completed as often as the schedule for general education progress notes. Send copies to parents or guardians. Maintain complete and accurate service records. Maintain organized IEP records and record keeping system.
• Provide research-based instruction to address the instructional goals and objectives contained within each student's IEP. Provide and adhere to a daily schedule for instruction. Provide the schedule to immediate supervisor, building administrator, and applicable general education teachers.
• Collaborate regularly with instructional staff, other school personnel, parents and a variety of community resources (IEP team members) to improve the overall quality of student outcomes. Serve as primary contact for parents/guardians of assigned special education students. Collaborate on a regular basis with applicable general education classroom teachers regarding instruction and student progress. Share all student accommodations with applicable general classroom teachers.
• Perform other job-related duties as mandated by state or local school board policy.

Teachers shall also be expected to perform the following duties, along with the completion of corresponding documents, forms, and reports;

Self-Evaluation

• Complete a self-evaluation and document the results on appropriate written forms.

Professional Growth Plan

• Develop a Professional Growth Plan in collaboration with the evaluation.

Supervision

• Supervise students when students are on campus.
• Supervise students prior to school and/or drop-off, when assigned.
• Supervise students in the classroom.
• Supervise students between classes, during recess/intermission, during lunch, assemblies.
• Supervise students after school and/or pick-up, when assigned.

Instructional Components

• Fulfill duties traditionally expected of those in the teaching profession.
• Accept and discharge assignments.
• Practice and model punctuality.
• Collaborate with colleagues and departments.
• Adhere to federal, state, system, and school policies and regulations.
• Conduct conferences as needed. Maintain positive and timely interaction with parents relative to the performance or conduct of students assigned to the teacher.
• Follow recommendations made by school administrators and district staff.
• Take part in the continuing in-service program of the schools.

School Support Activities

• Provide for the care and proper usage of school property. Maintain current inventory of items assigned to position.
• Attend meetings generally associated with the instruction of students.
• Attend faculty, staff, and department meetings.
• Attend PLC (teacher collaboration) meetings.
• Attend ILT meeting if applicable.
• Attend training sessions.
• Attend IEP/IAP meetings.
• Attend parent-teacher conferences.
• Attend back-to-school and open-house events.
• Attend graduation.
• Attend student discipline meetings/hearings, upon request.
• Attend school board/committee meetings, upon request.
• Attend/work up to three (3) co-curricular and other duties beyond the regular classroom activities, as determined by the building principal.
• Attend/work up to three (3) concessions/gates at athletic events within school year.
• Attend all meetings and functions of those activities, clubs, or groups of which the employee is a sponsor/coach.

Physical Demands:

• Ability to spend a significant amount of time standing or walking around the classroom to interact with students, monitor activities and assistance
• While standing is common, teachers also spend time sitting at desks, during meetings, and when planning lessons or grading assignments.
• Essential skills involve lifting and carrying instructional materials
• Adaptability, multitasking, and crisis management skills are crucial for creating dynamic learning environments and responding to diverse classroom needs.

Terms of Employment:

Evaluation: Performance of this job will be evaluated in accordance with provisions of the Board's policy on Evaluation of Professional Personnel (Bulletin 130).