Teacher of the Visually Impaired (TVI)- Early Learning

Description

SUMMARY

With supervision, plans, implements, and coordinates educational programming for preschool/PreK children who are typically developing, have visual impairments, and/or multiple disabilities within an inclusive classroom, small group, and individual settings.

ESSENTIAL FUNCTIONS

1. Providing Educational Services

• Provides developmentally appropriate instruction to preschool/PreK aged children with visual impairments, including children with additional disabilities, through individual, small group, and classroom-based instruction. 
• Plans and implements developmentally appropriate learning experiences that support all areas of early childhood development, including cognitive, language, social-emotional, adaptive, motor, and early academic skills. 
• Adapts the classroom environment, instructional materials, and activities to maximize visual access, participation, communication, and independence. 
• Provides instruction in the Expanded Core Curriculum (ECC), including compensatory skills, sensory efficiency, orientation and mobility concepts, assistive technology, social interaction, self-determination, recreation and leisure, independent living, and career awareness as developmentally appropriate. 
• Embeds ECC instruction within daily routines, play-based learning, and classroom activities. 
• Conducts functional vision assessments, learning media assessments, developmental assessments, curriculum-based assessments, and ongoing observations to determine educational needs and monitor student progress. 
• Collects and analyzes student performance data to guide instruction and document progress toward IEP goals. 
• Develops, implements, and monitors Individualized Education Programs (IEPs) and serves as case manager for assigned students, as appropriate. 
• Collaborates with classroom staff to ensure appropriate accommodations, modifications, and specialized instructional strategies are consistently implemented. 

2. Collaboration and Family Partnership

• Collaborates with families to support children's learning, visual development, independence, and successful participation across home and school environments. 
• Works collaboratively with related service providers and other educational staff to develop and implement coordinated educational programming. 
• Collaborates with classroom staff to ensure appropriate accommodations, modifications, and specialized instructional strategies are consistently implemented. 
• Participates in interdisciplinary team meetings, IEP meetings, family conferences, staff meetings, and professional learning activities. 

3. Program Coordination and Professional Responsibilities

• Maintains accurate student records, assessment reports, progress monitoring documentation, Medicaid or other required service documentation, and IEP records in accordance with federal, state, and school policies. 
• Coordinates data collection, instructional materials, classroom resources, and adaptive equipment needed to support student learning. 

CONDITIONS:

Equipment Used: Augmentative communication Devices, copy machine, computer, various adaptive and orthopedic equipment and telephone.

Performance Standard: Must assure 100% commitment to the integration, coordination, and implementation of student programs, and compliance with health and safety standards.

Work Environment: Multiple indoor and outdoor environments with varying sound, lighting and temperature conditions. May be exposed to various conditions when providing direct care to students.

Work Schedule: 35 hours per week, Monday through Friday, with a 30-minute unpaid lunch period. This position follows an 11 month school schedule. Additional hours or flex schedule may be required.

Requirements

QUALIFICATIONS:

Knowledge, skills and general abilities:

1. Comprehensive knowledge of special education principles, practices, and procedures, including developing and writing IEP's and performing appropriate teaching techniques.
2. Experience working with students with autism and sensory disorders strongly preferred.
3. Minimum of Bachelor's degree and qualifies for MSDE TVI or special education certification required with the ability to work toward obtaining certification in both TCI and special education upon hire.
4. General knowledge of visual impairment, including causes, manifestations and adaptations.
5. Some knowledge of medical disorders such as seizures or restrictions; adaptive technology, alternate modes of communication; and behavior management principles.
6. General knowledge of core and expanded core curriculum, program development, classroom resource management, and student/personnel scheduling.