Teacher of the Visually Impaired

Position Type:
Special Programs/Visually Impaired

Date Posted:
4/21/2026

Location:
TBD
Position Title: Teacher of the Visually Impaired
Qualifications:
Required: Possession of a Bachelor's degree. TVI Certification, Valid Driver's License & Evidence of Insurability.
Preferred: Previous experience preferred.


FLSA: Exempt
Salary Schedule: Per-approved salary schedule
Direct Report: Director of Special Programs
Terms of Employment: 9 months Part Time or Full Time
Eligible for emergency telework: With Supervisor approval.


Purpose: The Teacher of the Visually Impaired will provide specialized instruction and services to meet the unique educational needs of students with visual impairments ages 3-21. Teachers of the Visually Impaired will conduct functional vision/learning media assessments and provide written reports.

Essential Job Functions:

• Has primary responsibility for specialized instruction and services required to meet the unique educational needs visually impaired students.
• Possesses the skills and abilities necessary to provide and coordinate specialized instruction.
• Assists the student, parents, special and regular education personnel, and the student's sighted peers in:
  • understanding the unique educational needs and learning characteristics of visually impaired students,
  • becoming aware of services and support available from local programs for visually impaired students,
  • acquiring information regarding local, state, and national resources for the education of visually impaired students, and
  • interpreting the visually impaired student's specific eye condition, the educational implications of the visual impairment, and the results of functional vision and learning media assessments.

• Consults regularly with the classroom teacher, other regular and special education personnel, parents, and others to coordinate programs and services for visually impaired students.
• Assists the site administrator and teachers in making environmental adjustments for the student in the school.
• Shares responsibility with classroom teachers in the identification of instructional areas in which the student requires assistance.
• Assures that large-type or braille texts, supplementary materials, educational, aids, and equipment needed by the visually impaired student, and the classroom teacher, are provided in a timely manner to ensure the student's maximum participation in all classroom activities (appropriate educational materials may be prepared or adapted by the VI teacher, or they may be obtained from educational, clerical, or transcriber services.)
• Provides instruction in the development and maintenance of skills to meet the student's unique educational needs in the following areas, as indicated in the IEP:
  • low vision & visual efficiency skills,
  • concept development & academic skills,
  • daily living skills,
  • career & vocational education skills,
  • communication skills (these skills include braille reading and writing as appropriate),
  • social/emotional skills and abilities, & sensory motor skills.
• Prepares sequential and meaningful instruction geared to the student's assessed needs, IEP goals and objectives, functioning, and motivational levels. This instruction should be reflected in weekly or monthly lesson plans, as appropriate.
• Provides assistance to the classroom teacher in academic subjects and activities of the classroom that, as a direct result of the student's visual impairment, require adaptation for the student.
• Provides initial and ongoing assessment:
  • consults with assessment team to determine appropriate testing materials and modifications needed,
  • assists with assessments when needed,
  • interprets assessment results when needed.
• Conducts functional vision/learning media assessments and produces written reports.
• Attends ARD and IEP meetings for students with visual impairments.
• Schedules time efficiently for assessment, instruction, planning, preparation of materials, travel, and conferences with relevant school and other key individuals.
• Maintains ongoing contact with parents to assist them in the development of a realistic understanding of their child's abilities, progress, and future goals.
• Provides in-service training programs for school personnel and students and education for parents regarding the needs of visually impaired students and adaptations, programs, and services for these students.
• Makes available pamphlets, films, and other public information materials that may be useful in developing realistic and unprejudiced attitudes toward visually impaired students.
• Coordinates with other personnel, such as transcribers, readers, counselors, O&M specialists, career/vocational education staff, and rehabilitation counselors.
• Maintains a current reference library of professional materials and resources.
• Acquires information and training about current research, development, and technology.
• The Classroom Teacher (regular, special class, or resource specialist has the following roles and responsibilities:
• Provides instruction in appropriate academic and non-academic content areas to the visually impaired student in the classroom.
• Works cooperatively with the teacher of students with visual impairments to:
  • identify the student's areas of educational need, including unique education needs,
  • coordinate instruction and services to meet these needs,
  • provide, in a timely manner, classroom materials that need to be reproduced in another medium,
  • determine mutually convenient times during the school day for scheduling the teacher of students with visual impairments to work with the student,
  • modify classroom procedures and environment to meet the specific needs of the visually impaired student for participation in classroom activities, and
  • exchange information concerning the visually impaired student with parents and other individuals on a regular basis.
• Participates in meetings, workshops, and seminars (e.g. professional learning community, training, IEPs, team meetings, doctor appointments, etc.) for conveying and/or gathering information.
• Performs site visits at multiple sites including home visits and community for providing direct instruction and assistance as required.
• Prepares a wide variety of written materials (e.g. IEPs, activity logs, correspondence, memos, treatment plans, Medicaid billings, reports, etc.) for documenting activities, providing written reference and/or conveying information.
• Provides direct orientation and mobility instruction in appropriate setting for developing students' independent travel, daily living, recreation, leisure, and/or self-advocacy skills in compliance with established goals and objectives.
• Research resources and methods (e.g. new orientation and mobility techniques, community resources, equipment, materials, etc.) for determining the appropriate approach for addressing students' functional goals.
• Responds to inquiries (e.g. parents, teachers, staff, students, etc.) for providing information and/or referral as appropriate.
• Must be able to lift 50 pounds.
• Transports supplies and equipment to a variety of sites for ensuring the availability of items as needed.
• Attend work in a regular, reliable, and punctual manner.
• Other duties assigned.

Based Competencies:

• Skill-Based Competencies required to satisfactorily perform the functions of the job include: applying assessment instruments; operating equipment used in occupational therapy strategies; operating standard office equipment including pertinent computer software and preparing and maintaining accurate records.
• Knowledge-Based Competencies required to satisfactorily perform the functions of the job include: age appropriate activities; concepts of grammar and punctuation; health standards and hazards; safety practices and procedures; stages of child development; abnormal development and medical diagnoses related to special Education funding categories; current OT treatment interventions; and pertinent codes, policies, regulations and/or laws.
• Ability-Based Competencies required to satisfactorily perform the functions of the job include: adapting to changing work priorities; communicating with diverse groups; maintaining confidentiality; meeting deadlines and schedules; working as part of a team; working with detailed information/data; maintaining effective working relationships; and translating therapy data into meaningful educational activities.

Employee Behavior and Conduct:
District employees shall conduct themselves in a professional manner and shall exhibit and extend such professional conduct appropriate for the circumstances to those with whom they come into contact, both internally and externally during the performance of their duties. Examples of professional conduct include, but are not limited to, being communicative, informative, fair, honest, and respectful.

Please watch for email communications from our district. If selected for an interview you may be contacted via email.
EOE