2026-27 Teacher for the Visually Impaired / Orientation and Mobility Specialist

Position: Deaf and Hard of Hearing Teacher Employment Type: Full-time, working 186 days per year

SOUTH SAN FRANCISCO UNIFIED SCHOOL DISTRICT

The South San Francisco Unified School District (SSFUSD) community includes 15 schools supporting 8,000 students in Daly City, San Bruno, and South San Francisco. Our mission is that in partnership with our community, SSFUSD will provide exceptional instruction, engaging experiences, and equitable and accessible opportunities and resources to further support our diverse student body so that students are equipped to learn, thrive, navigate their future with purpose, and impact their community. In February 2024, the School Board for SSFUSD adopted our new Vision and Five-Year Strategic Plan. As a member of the cabinet, the Assistant Superintendent of Talent will be responsible for leading initiatives to ensure the district delivers on its promises in the strategic plan.

POSITION SUMMARY

Under the direction of the Director of Special Education, or Special Education Administrator designee, the Teacher for the Visually Impaired/Orientation and Mobility Specialist provides specially designed instruction to students with vision impairments, promoting cognitive, academic, communication, behavioral, social, and physical development. The position involves assessing student needs, developing individualized programs, and providing direct instruction in orientation, mobility, functional living, and academic skills to support independent functioning and access to the educational environment.

ESSENTIAL DUTIES

Incumbents may perform any combination of the essential functions shown below. Duties may vary from site to site. This list is not exhaustive but accurately reflects the key job elements. Collaborate with IEP Teams: Participate in the development and review of Individual Education Plans (IEPs) and Transition Plans for students on caseload. Draft goals, update present levels, and monitor student progress in alignment with IEP objectives. Provide input and recommendations for accommodations and modifications related to visual impairments and mobility. Assessment and Program Development: Conduct functional vision and orientation/mobility assessments to identify student needs. Develop, implement, and adjust instructional strategies, training plans, and remedial activities according to student progress. Assess educational, social, and equipment needs, and monitor and report progress to staff and families. Instruction and Student Support: Provide direct instruction in: Body imagery, laterality, environmental concepts, motor skills, sensory awareness, and spatial concepts. Human guide procedures, protective techniques, cane skills, and travel in residential and business districts. Orientation to traffic control signals, public transportation systems, and use of community resources. Self-advocacy and age-appropriate social skills. Provide Braille instruction and training in assistive technology, including large print, recorded materials, and other learning media. Facilitate extended core curriculum, including orientation and mobility, functional living skills, vocational skills, and recreational/leisure activities. Consultation and Collaboration: Work with parents, teachers, and related service providers to reinforce orientation and mobility skills. Serve as a resource for general and special education staff, providing formal and informal training and guidance. Collaborate with agencies and community organizations to support student needs and facilitate access to services. Equipment and Materials: Prepare and use equipment and materials for orientation and mobility training, including tactile maps, models, low vision aids, and long canes. Maintain and order instructional materials, including Braille and large print resources. Student Safety and Supervision: Ensure student safety at all times during instructional activities. Transport students to community locations to provide real-world instruction in travel and mobility skills. Establish and maintain a positive, safe, and orderly learning environment. Professional Responsibilities: Maintain accurate records of student progress, attendance, and service schedules. Stay current with trends, laws, and best practices related to visual impairment and special education. Participate in professional development activities and conferences. Provide training and supervision for assigned support staff. Perform other duties as assigned by their supervisor and the Superintendent of South San Francisco Unified School District. Note: The job description is not designed to cover or contain a comprehensive listing of duties, responsibilities, and activities that are required of the employee. Duties, responsibilities, and activities may change or new ones may be assigned at any time with or without notice.

COMPETENCIES:

Ability to: Develop and implement individualized instructional programs. Provide training in concept development, sensory awareness, motor skills, and mobility techniques. Use assistive technology and adaptive tools effectively. Transcribe materials into Braille and large print. Communicate effectively with students, families, staff, and service providers. Work collaboratively with interdisciplinary teams. Manage multiple tasks, meet deadlines, and adjust to changing priorities. Provide guidance and training to staff and families. Maintain a professional and positive demeanor under pressure. Knowledge of: Instructional strategies and accommodations for students with visual impairments. Orientation and mobility techniques, including cane use and environmental navigation. Braille code and assistive technology for students with visual impairments. IEP process, including assessment, goal-setting, and progress monitoring. Positive behavior support and classroom management strategies. Available resources and agencies providing services for students with visual impairments. Skills: Technical and Instructional Skills: Proficiency in teaching orientation and mobility techniques (cane use, sensory training, environmental navigation). Expertise in Braille instruction and transcription. Strong knowledge of assistive technology (screen readers, magnifiers, refreshable Braille displays). Ability to assess functional vision and design individualized instructional programs. Competence in developing and implementing the Expanded Core Curriculum (ECC). Skill in adapting and modifying instructional materials (Braille, large print, tactile maps). Communication and Collaboration: Strong verbal and written communication skills with students, parents, and staff. Ability to work effectively on interdisciplinary teams and contribute to IEP development. Skill in training and guiding staff, service providers, and family members. Conflict resolution and problem-solving skills to address student and family concerns. Ability to provide clear, constructive feedback to students and staff. Behavioral and Social Skills: Ability to build rapport and maintain trust with students and families. Understanding of child development and behavior management strategies. Sensitivity and patience when working with students with diverse needs. Ability to promote self-advocacy and independence in students. Organizational and Administrative Skills: Strong time management and ability to manage multiple student caseloads. Record-keeping and data analysis for student progress monitoring. Ability to plan and coordinate travel instruction in community settings. Proficiency in scheduling and coordinating IEP meetings and evaluations. Knowledge of educational regulations and compliance requirements. Professional and Personal Attributes: Flexibility and adaptability to adjust to changing student needs and environments. Commitment to staying current with best practices and educational trends. Professionalism and discretion in handling confidential student information. High level of emotional intelligence and resilience under pressure. Physical requirements: Incorporated within one or more of the previously mentioned performance responsibilities, which are essential functions of this job description, are the following essential physical requirements: Ability to work at a desk, conference table, or in meetings of various configurations. Ability to sit, stand, and traverse for extended periods of time. Ability to see for purposes of performing duties, responsibilities, and activities. Ability to understand speech at normal levels. Ability to read laws and codes, rules and policies, and a variety of other printed materials and digital screens, and prepare/process documents. Ability to operate standard office equipment, computer technology including keyboard, and other equipment necessary to complete required duties, responsibilities, and activities. Ability to listen and speak with others to clearly and understandably communicate and exchange information during conversation. Ability to walk, twist, stoop, crouch, kneel, bend/over, grasp, reach overhead, push, pull, move, lift and/or carry 0-50 pounds to waist height. EDUCATION, EXPERIENCE, LICENSES, AND CERTIFICATIONS: Experience: One (1) year of successful experience in a California school district or County Schools Office. Experience teaching orientation, mobility, and vision-related skills. Education: Master’s Degree in Special Education (preferred). Licenses and Certifications: Valid California teaching credential authorizing specialized services for students with visual impairments. Valid California Clinical Rehabilitative Services Credential authorizing service for Orientation and Mobility.

WORKING CONDITIONS

Environment: Indoor and outdoor work environments. Travel between school sites and community locations. Physical Demands: Ability to stoop, bend, sit, stand, stretch, grasp, pull, push, and walk. Manual dexterity sufficient to operate a computer and telephone. Vision sufficient to read materials and use adaptive technology. Hearing and speaking ability for effective communication. Physical strength to lift up to 25 pounds. Mental acuity to analyze data, evaluate situations, and make sound decisions. Hazards Driving a vehicle during adverse weather conditions. Frequent interruptions. Certifications: Possess current Tuberculosis (TB) Screening/Certification. Cleared background check through the California Department of Justice (DOJ) and Federal Bureau of Investigation (FBI).

NON-DISCRIMINATION POLICY

South San Francisco Unified School District programs, activities, and employment shall be free from unlawful discrimination, including discrimination against an individual or group based on race, color, ancestry, nationality, national origin, immigration status, ethnic group identification, ethnicity, age, religion, marital status, pregnancy, parental status, physical or mental disability, sex, sexual orientation, gender, gender identity, gender expression, or genetic information; a perception of one or more of such characteristics; or association with a person or group with one or more of these actual or perceived characteristics. (Board Policy 0410) #J-18808-Ljbffr ReNEW Schools