<html>
<body>
<br>
<a name="OLE_LINK4"></a> <br><br>
<br><br>
<br><br>
VISIONS is seeking highly qualified candidates for the position of Senior
Technology Instructor for its VISIONS Center on Blindness campus
location. Come join the team of NY State First Residential
Vocational Rehabilitation Center which provides residential services to
individuals who are blind and visually impaired to prepare them for
competitive employment and/or pursue higher education. <br><br>
<br><br>
If you are interested in applying, please submit a cover letter and
resume to: <br><br>
Ruben P. Coellar, Chief Program Officer
<a href="mailto:rcoellar@visionsvcb.org">rcoellar@visionsvcb.org</a>
Thank you!<br><br>
<h1><b> <br><br>
<br>
Job Description</b></h1> <br><br>
<b>Job Title:</b> Senior Technology Instructor<br><br>
<h2><b>Summary</b></h2>The Senior Technology Instructor at VCB is an
individual with both depth and breadth of knowledge related to computer
operating systems, commercial software applications, and <b>assistive
technologies</b> used by persons with vision impairments. He/she is
a skilled computer instructor who has experience teaching in group
settings as well as one-on-one. The ideal candidate will be
patient, creative, friendly, and flexible. He/she can work
autonomously as needed, but is equally comfortable working as part of a
team. He/she develops new courses, prepares lesson plans, provides
direct instruction, monitors and documents student progress. In
addition, as assigned, the Senior Technology Instructor will contribute
technical expertise and computer support to VCB’s programs and
services.<br><br>
<b>Essential Duties and Responsibilities:
<ol>
<li>Provide & complete Readiness Evaluations, Assessment, Training,
and complete outcome reports for participants (16 years +) referred to
the Assistive Technology Center (ATC) as follows:</b>
</ol><br>
a. <b>Readiness Evaluations </b>is used to determine
that the participant has the prerequisite skills to successfully complete
assistive technology assessment and training. This service should be
completed in 2-4 hours. <br><br>
· The readiness evaluation consists of five components:
keyboarding evaluation, spelling evaluation, reading comprehension
(TABE), note taking evaluation and logical sequencing. <br><br>
· Touch-typing skills (20 WPM) and a reasonable degree of
proficiency using the computer keyboard, spelling, note taking, and an
eighth-grade reading level are pre-requisites for all ATC services.
<br><br>
b. <b>Assessment </b>is used to determine the
participant’s present level of functioning, the training needs and
estimated time to complete training. This service should be completed in
2-4 hours.<br><br>
· The instructor will use this to gather information about
the participant’s ability to remember information; improve with practice;
tolerate working at a computer terminal; and to observe general work
habits. <br><br>
· The assessment includes five components: 1)
Note-Taking Exercise Two, 2) Computer Concepts Tool Pre and Post test, 3)
Functional Computer Evaluation, 4) Demonstration of Equipment and 5)
Writing Work Sample<br><br>
· The scores achieved guide the instructor to create a
training that is customized to each participant’s needs. <br><br>
· A plan of training must be included as part of any
assessment and must include an estimate of the length of training and the
frequency of training needed to successfully complete that
program.<br><br>
c. <b>Training</b> is individualized or small group
training which provides each participant with the skills and abilities
needed to perform tasks in an education/training or employment setting
successfully using specifically recommended and configured hardware,
software, and peripheral devices. This service should be completed on
average in 25 hours. <br><br>
· All participants referred for training must achieve
proficiency for employment/training or educational purposes in the
following areas:<br><br>
i. Function and use of the
assistive device <br><br>
ii. Function and operation of
the computer<br><br>
iii. Routine
maintenance<br><br>
iv. Utilization of technical
documentation<br><br>
v. Use of the computer
operating system<br><br>
vi. Use of email<br><br>
vii. Use of Internet
software<br><br>
viii. Use of cloud or
collaborative systems<br><br>
ix. Use of commercial
applications (e.g., word-processors, spreadsheets, database management
systems, email, web-browsers, etc.) as used in tandem with various
assistive technologies including screen-readers, magnification systems,
and/or refreshable Braille displays.
<ol>
<li><b>Provide group and individual instruction to participants (16 years
+) in the 15-Week Employment Readiness & Pre-ETS program using the
same methodology established for ATC services and the Pre-ETS
requirements which follow:</b>
</ol><br>
a. The Adaptive Technology training must be prepared to
cover all the required Pre-ETS requirements:<br><br>
· Selecting the proper tool for a task <br><br>
· Using the device appropriately to complete task.
<br><br>
· Ability to care for the device, keeping the device charged,
setting up/putting away the device, etc.<br><br>
· Where to order parts or accessories when needed.<br><br>
· Procedure for having device serviced when not working
properly<br><br>
· Use of technology for career exploration and other on-line
information gathering.<br><br>
· Skills required to complete on-line coursework.
<br><br>
b. This training is provided to participants to prepare
them for a specific occupational goal for entry or re entry into gainful
employment consistent with the individual's interests and capabilities as
identified in their Individualized Plan of Employment (IPE).
<ol>
<li><b>Provide & complete Vocational Skills Assessment, Training, and
complete outcome reports to participants (18 years +) referred to
Comprehensive Contract Services, as follows: </b>
<li>Assessment
</ol><br>
The Vocational Skills Assessment must include the individual's current
level of functioning (baseline).
<ul>
<li>For training programs leading to employment in clerical or technology
related occupations the evaluation must include the areas of typing,
note-taking, reading, spelling and logical sequencing.
<li>Touch-typing skills (20 WPM) and a reasonable degree of proficiency
using the computer keyboard, spelling, note taking, and an eighth-grade
reading level are pre-requisites to all of the technology-oriented
vocational training.
<li>A plan of training must be included as part of any assessment and
must include an estimate of the length of training and the frequency of
training needed to successfully complete that program.
<li>Training
</ol><br>
Vocational skills training is hands on, experiential learning for
service, clerical, industrial or technology related occupations.
<ul>
<ul>
<ul>
<li>This training is provided to participants to prepare them for a
specific occupational goal for entry or re entry into gainful employment
consistent with the individual's interests and capabilities as identified
in their mutually agreed upon Individualized Plan of Employment
(IPE).
<li>Additional areas of instruction include the use of commercial
applications (word-processors, spreadsheets, database management systems,
email, web-browsers, etc.) as used in tandem with various assistive
technologies including screen-readers, magnification systems, and/or
refreshable Braille displays.
<li>The intensity of the training program should allow for substantial
skill development but should also allow participants to obtain skills
within a reasonable amount of time.
</ul>
</ul>
<li>The Senior Technology Instructor will inform supervisor about
adjustments, and/or problems in the participants’ training program as
soon as they are identified.
<li>The Senior Technology Instructor will also complete required forms,
reports and case documentation and submit such information in a timely
manner. Closure reports should be submitted as required during each
VRC session.
<li>As assigned, provide technical evaluation and/or support services to
clients at their job or education sites.
<li>Assist the Director of Technology Services to develop
technology-related curricula, and staff training manuals for technology
instruction at the VRC and VCB.
<li>Develop course syllabi, daily lesson plans, and hands-on exercises
for group classes in basic keyboarding and commercial applications
(word-processors, spreadsheets, email, web-browsers, etc.) as used in
tandem with various assistive technologies including screen-readers,
magnification systems, and/or refreshable Braille displays.
<li>Demonstrated ability to train professional staff (TVI, VRT, etc.) in
beginner, intermediate and advanced use of adaptive technology, software,
and devices
<li>Monitor all equipment in the computer lab and report technical
problems to supervisor.
<li>Provide technical support to staff and other programs at VCB when
needed and/or perform routine technical maintenance activities.
<li>Provide in-service training and follow-up support to other computer
instructors, lab volunteers, and full-time agency staff as requested by
supervisor.
<li>Other duties as assigned.
</ol><br>
<h2><b><a name="OLE_LINK5"></a>Minimum Qualifications</b></h2>
<ol>
<li>Master’s Degree in Education/Special, Rehab Science or another
related field is preferred.
<li>Bachelor’s degree in Education/Special Education, Rehab Science or
another related field is required
<li>One year of experience teaching assistive technology is required, but
two years is preferred, within the last three years.
<li>Three years of technology experience.
<li>Fluent in use of screen-readers, screen-magnification, and other
assistive technologies used by individuals with impaired vision.
<li>Must possess expertise in all aspects of PC operations including MS
Windows, MS Office applications, file management, system maintenance,
technical troubleshooting, software configuration and hardware
installation. Knowledge of html code, web design, and networking a
plus.
<li>Familiarity with IOS and Android accessibility options.
<li>Ability to relate well with individuals from diverse cultural
backgrounds and age groups.
<li>Certified Assistive Technology Instructional Specialist (CATIS)
certification is highly desired or should obtain within first year of
employment.
</ol><br>
<b>Salary:</b> Commensurate with experience.<br><br>
<b>Location:</b> This full-time exempt position is based from VISIONS
Center on Blindness campus, 111 Summit Park Road, Spring Valley NY,
10977. Scheduled evening and weekend hours will be required.
Part of the work could be completed remotely when feasible. This
job could be broken into two part-time work for the right
candidates<br><br>
<br><br>
VISIONS is a 501(c) 3 nonprofit rehabilitation and social service agency
incorporated in 1926. VISIONS provides service for blind and
visually impaired people of all ages in the Greater New York Metropolitan
Area.<br><br>
<br><br>
VISIONS is an equal opportunity employer. All job candidates,
consultants, volunteers, and interns 18 years of age and older, must
consent to a background investigation including a criminal justice system
search, reference and education checks. <br><br>
<br><br>
<div id="DAB4FAD8-2DD7-40BB-A1B8-4E2AA1F9FDF2"><br />
<table style="border-top: 1px solid #D3D4DE;">
<tr>
<td style="width: 55px; padding-top: 13px;"><a href="http://www.avg.com/email-signature?utm_medium=email&utm_source=link&utm_campaign=sig-email&utm_content=emailclient" target="_blank"><img src="https://ipmcdn.avast.com/images/icons/icon-envelope-tick-green-avg-v1.png" alt="" width="46" height="29" style="width: 46px; height: 29px;" /></a></td>
<td style="width: 470px; padding-top: 12px; color: #41424e; font-size: 13px; font-family: Arial, Helvetica, sans-serif; line-height: 18px;">Virus-free. <a href="http://www.avg.com/email-signature?utm_medium=email&utm_source=link&utm_campaign=sig-email&utm_content=emailclient" target="_blank" style="color: #4453ea;">www.avg.com</a>
</td>
</tr>
</table><a href="#DAB4FAD8-2DD7-40BB-A1B8-4E2AA1F9FDF2" width="1" height="1"> </a></div></body>
</html>