<!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN">
<!-- saved from url=(0078)http://agency.governmentjobs.com/seattleschools/job_bulletin.cfm -->
<HTML><HEAD><META content="IE=5.0000" http-equiv="X-UA-Compatible">
<TITLE>Job Bulletin</TITLE>
<META http-equiv="Content-Type" content="text/html; charset=utf-8">
<STYLE>
P {
font-family: Verdana,Arial,Helvetica;
font-size: 10pt;
text-align: left;
color: #000000;
}
TD {
font-family: Verdana,Arial,Helvetica;
font-size: 10pt;
color: #000000;
}
.style1 {
font-size: 24pt;
font-weight: bold;
}
td.footerContent { font-size: 65%; width: 50%; vertical-align: top }
td.footer { border-top:1px solid #000000; border-bottom: 1px solid #000000 }
</STYLE>
<META name="GENERATOR" content="MSHTML 11.00.9600.18538"></HEAD>
<BODY topmargin="5" leftmargin="0" bgcolor="#ffffff" marginheight="0"
marginwidth="0">
<CENTER>
<TABLE width="650" bordercolor="gray" border="0" cellspacing="0"
cellpadding="5">
<TBODY>
<TR>
<TD align="center" style="border-bottom-color: rgb(0, 0, 0); border-bottom-width: 1px; border-bottom-style: solid;">
<TABLE width="100%" border="0" cellspacing="0" cellpadding="0">
<TBODY>
<TR>
<TD width="175" align="center" valign="middle"><IMG src="Job%20Bulletin%20-%20Teacher%202017-18%20SY_files/SPS.Logo.jpg"
border="0"></TD>
<TD align="center"><BR><B>SEATTLE PUBLIC SCHOOLS</B><BR><SPAN align="center"><STRONG>invites
applications for the position of:</STRONG></SPAN> <BR><SPAN
class="style1">Specail Ed - Teacher of the Visually Impaired -
(2017-2018)</SPAN><BR><BR>An Equal Opportunity Employer
</TR></TBODY></TABLE></TD></TR>
<TR>
<TD>
<TABLE width="100%" border="0">
<TBODY>
<TR>
<TD align="left">
<TABLE width="100%" border="0" cellspacing="0" cellpadding="0">
<TBODY>
<TR>
<TD style="width: 117px; vertical-align: top;"><B>SALARY:</B>
</TD>
<TD align="left"> $46,728.41 - $91,299.00
Annually<BR></TD></TR></TBODY></TABLE><BR>
<TABLE width="100%" border="0" cellspacing="0" cellpadding="0">
<TBODY>
<TR>
<TD><B>OPENING DATE:</B> 03/02/17 </TD></TR>
<TR>
<TD> </TD></TR>
<TR>
<TD><B>CLOSING DATE:</B> 03/17/17 05:00 PM </TD></TR>
<TR>
<TD> </TD></TR>
<TR>
<TD><B>REQUIRED ATTACHMENTS:</B> <STRONG>Certificate or
License,Cover letter and Resume,Transcripts</STRONG> </TD></TR>
<TR>
<TD> </TD></TR>
<TR>
<TD valign="top" style="padding-right: 10px;">
<P><B> DESCRIPTION: </B></P></TD></TR>
<TR>
<TD>
<DIV>The Teacher of the Visually Impaired (TVI) is a certified
teacher who travels to students' assigned schools to provide
direct and/or consultative services services relating to
vision loss. Thorough knowledge of visual impairments
& blindness, its implications for early development growth
& learning; thorough knowledge of the Braille code &
strategies for teaching Braille is required, along with strong
skills in assistive technology and teaching the Expanded Core
Curriculum (ECC). Experience in assessing students'
functional vision as well as knowledge of cortical visual
impairment; effective interpersonal and communication skills
to provide on-going support and consultation to school staff.
Orientation and Mobility certification desirable but not
required. A state Braille competency test is
required.</DIV></TD></TR>
<TR>
<TD> </TD></TR>
<TR>
<TD valign="top" style="padding-right: 10px;">
<P><B>ESSENTIAL FUNCTIONS:</B></P></TD></TR>
<TR>
<TD>
<DIV>1. <U>Appropriate Learning
Environment (25% of time)</U></DIV>
<DIV>· Assists
in determining and procuring classroom equipment and materials
necessary for students with visual impairments to learn
(brailler, low vision devices, assistive technology, computer)
including ensuring necessary room modifications and lighting
changes</DIV>
<DIV>·
Provides the classroom teacher with information regarding the
specialized strategies needed to teach a student with visual
impairment</DIV>
<DIV>·
Consults with other instructional staff to provide information
to incorporate the Expanded Core Curriculum (ECC) into the
entire instructional setting</DIV>
<DIV>·
Provides adapted materials to the classroom teacher</DIV>
<DIV>·
Provides Braille, recorded/enlarged materials, and/or tactual
symbols as appropriate for each child </DIV>
<DIV> </DIV>
<DIV>2. <U>Direct Instruction in
the Expanded Core Curriculum, (ECC) the Unique Curriculum
designed for Students who are Blind or Visually Impaired
(40% of time)</U></DIV>
<DIV>·
Monitors the students' progress in academic subjects and
provide instruction in compensatory skills as needed in the
areas the students may have difficulty with as a result of the
visual impairment (This does not include tutoring in subject
areas once materials and methods have been adapted to
accommodate the vision loss)</DIV>
<DIV>· Braille
reading and writing</DIV>
<DIV>· Low
vision devices</DIV>
<DIV>·
Abacus</DIV>
<DIV>·
Typing/keyboarding</DIV>
<DIV>·
Technology (e.g., computers, Braille notetakers, JAWS, Magic,
Duxbury. )</DIV>
<DIV>·
Listening skills</DIV>
<DIV>· Visual
efficiency skills</DIV>
<DIV>· Concept
development (especially for infants and early childhood
students)</DIV>
<DIV>· Daily
living/self-help skills</DIV>
<DIV>· Career
readiness</DIV>
<DIV>· Leisure
and recreation skills</DIV>
<DIV>· Social
skills</DIV>
<DIV>·
Organizational and study skills</DIV>
<DIV>·
Self-advocacy skills </DIV>
<DIV> </DIV>
<DIV>3. <U>Assessment and
Evaluation of students who are blind or visually impaired (10%
of time)</U></DIV>
<DIV>·
Performs Functional Vision and Learning Media Assessments
(FVA/LMA) on new referrals and three-year re-evaluations</DIV>
<DIV>·
Interprets eye medical reports as they relate to educational
environments</DIV>
<DIV>·
Contributes to the development of the IEP/IFSP with goals,
modifications, learning styles.</DIV>
<DIV>·
Recommends appropriate specialized evaluations as needed, such
as low vision, Orientation and Mobility, psycho-social, and
adaptive physical education</DIV>
<DIV>·
Consults with diagnosticians, classroom teachers, students,
and parents concerning appropriate evaluations, modification,
and test administration</DIV>
<DIV>· Obtains
modified standardized testing materials and administer or
assist in the administration of the test as needed</DIV>
<DIV>· Works
as liaison with other agencies in the vocational assessment
process </DIV>
<DIV>·
Participates in team assessments for students with moderate to
severe cognitive disabilities</DIV>
<DIV>·
Provides screening and referral procedures to appropriate
personnel </DIV>
<DIV> </DIV>
<DIV>4. <U>Support Services (10%
of time)</U></DIV>
<DIV>·
Provides assistance to students with visual impairments in
understanding their attitudes and those of others concerning
their visual impairment</DIV>
<DIV>·
Facilitates social integration and interaction with
peers</DIV>
<DIV>·
Provides training and support to parents of students with
visual impairments to enhance their children's
independence</DIV>
<DIV>·
Provides the teachers, staff, and family of students with
visual impairment with information regarding their individual
needs, methodology, and strategies</DIV>
<DIV>·
Participates with other school personnel and agencies to
secure job-related experiences for students</DIV>
<DIV>·
Participates in transition planning</DIV>
<DIV> </DIV>
<DIV>5. <U>Administrative/Record
Keeping Duties (5% of time)</U></DIV>
<DIV>·
Provides updated student information (VI registration,
deafblind census, textbook projections)</DIV>
<DIV>· Submits
requests for instructional materials, conferences, field
trips, and personnel needs</DIV>
<DIV>· Informs
various special education and campus personnel of progress and
needs of the students with visual impairment on a regular
basis</DIV>
<DIV>·
Identifies and sets up a work and storage space at each school
to be used by the Teacher of the Visually Impaired to instruct
students as necessary</DIV>
<DIV>·
Provides input into students' schedules, planning for all
special services, such as direct instruction and Orientation
& Mobility</DIV>
<DIV>·
Maintains adequate record of all assessments, IEPs, IFSP
papers, progress reports and signed parental release forms for
things such as photographs and registration with various
agencies</DIV>
<DIV>·
Provides quarterly progress reports as indicated by school
policy on students with visual impairment in regular education
classes and follow up with teacher and/or parent conferences
as appropriate</DIV>
<DIV>·
Registers students with visual impairments with appropriate
agencies such as Recordings for the Blind and Dyslexic, and
the American Printing house for the Blind</DIV>
<DIV>·
Prepares paperwork as appropriate and attend IEPs and IFSP
meetings on students with visual impairments</DIV>
<DIV>·
Distributes information to parents concerning workshops,
conferences, and equipment acquisition</DIV>
<DIV>·
Communicates with low-vision specialists, ophthalmologists,
and optometrists concerning exams, and attend exams when
appropriate</DIV>
<DIV>·
Supervises material preparation and acquisition</DIV>
<DIV> </DIV>
<DIV>6. <U>Liaison Between
Community and School (5% of time)</U></DIV>
<DIV>· Provide
information about district and/or regional vision programs to
the schools and community</DIV>
<DIV>·
Provides information concerning recreational and summer
programs to parents and students and assist with application
forms and procedures</DIV>
<DIV> </DIV>
<DIV>7. <U>Professional
Standards (5% of time)</U></DIV>
<DIV>·
Maintains a reference library</DIV>
<DIV>·
Acquires information about current research, development, and
technology by attending conferences, workshops, and area
meetings and by reading journals in the field of blindness
& visual impairment</DIV></TD></TR>
<TR>
<TD> </TD></TR>
<TR>
<TD valign="top" style="padding-right: 10px;">
<P><B>MINIMUM QUALIFICATIONS:</B> </P></TD></TR>
<TR>
<TD><BR><U><U>Education and
Experience</U></U><BR><BR>Bachelor's or Master's degree in
special education, with certification specifically in teaching
students with visual impairment is
required.<BR><BR><U>Certificates &
Licenses</U><BR><BR>Valid Washington State Teaching
Certificate; some positions may require valid first aid and
CPR certification; some positions may require a valid
Washington State driver's license and/or a Class II driver's
license.<BR><BR><U>Clearances</U>:<BR><BR>Criminal justice
fingerprint and background check.<BR>
<DIV><STRONG><U>Required Knowledge, Skills and
Abilities:</U></STRONG><BR><BR><U>Knowledge of</U>:
Subject areas appropriate to assignment; effective behavior
management techniques; effective instructional techniques;
rules and procedures for student safety.<BR><BR><U>Skill
in:</U> Proficiency in reading, writing, and oral
communications; effective communication with parents or
guardians in a diverse community; designing and implementing
lesson plans for students having a wide range of
achievement.<BR><BR><U>Ability to</U>: Deal with
students in a positive and confident manner; be fair and
consistent when working with a culturally, racially, and
economically diverse student population; adapt to change and
remain flexible; organize activities; manage student behavior;
use good judgment to maintain a safe learning environment;
provide instruction and demonstrate techniques; use necessary
equipment, computers, machinery, tools, or software; direct
assistants; in some positions, administer first aid and CPR;
establish and maintain effective, positive working
relationships with students, parents or guardians, staff and
administrators.</DIV>
<DIV><BR><U>Conditions/Disclaimers</U>:<BR>The above
statements are intended to describe the general nature and
level of work being performed by those assigned to this
position and are not to be construed as an exhaustive list of
all responsibilities, duties and skills. Employees may
be required to perform duties outside of their normal
responsibilities from time to time as needed. District
employees are not authorized to make promises of employment
for a particular period of time, or promises of a particular
level of compensation or benefits to job applicants for
certified or classified position, and that any such agreement
must be in writing and signed by the Superintendent. Any
verbal or written statements to that effect by District
employees other than the Superintendent are null and
void. Additionally, nothing in this job description
restricts management's right to assign or reassign duties and
responsibilities to this job at any time.</DIV><BR>
</TD></TR>
<TR>
<TD> </TD></TR>
<TR>
<TD class="footerContent">
<DIV style="padding-bottom: 10px;">Seattle Public Schools,
SPS, provides Equal Educational Opportunities and Equal
Employment Opportunities and does not discriminate in any
programs or activities on the basis of sex; race; creed;
color; religion; ancestry; national origin; age; economic
status; sexual orientation, including gender expression or
identity; pregnancy; marital status; physical appearance; the
presence of any sensory, mental or physical disability;
honorably discharged veteran or military status; or the use of
a trained dog guide or service animal. <BR><BR>
<DIV style="padding-bottom: 10px;">For employee questions
about or requests for disability related accommodations and/or
complaints of alleged discrimination, including sexual
harassment, contact: Assistant Superintendent of Human
Resources, Seattle Public Schools, Mailstop 33-157, P.O. Box
34165, Seattle, WA 98124-1166, 206-252-0024, or <A href="mailto:hreeoc@seattleschools.org">hreeoc@seattleschools.org</A>
<BR><BR>
<DIV style="padding-bottom: 10px;">For students and members of
the public, the following employees have been designated to
handle questions and complaints of alleged discrimination:
Office of Student Civil Rights, 206-252-0306, <A href="mailto:oscr@seattleschools.org">oscr@seattleschools.org</A>,
or by mail at Seattle Public Schools, MS 32-149, P.O. Box
34165, Seattle, WA 98124-1166. In that department:
<UL>
<LI>For sex discrimination concerns, including sexual
harassment, contact: Title IX Coordinator,206-252-0367, or
<A
href="mailto:Title.IX@seattleschools.org">Title.IX@seattleschools.org</A></LI>
<LI>For disability discrimination concerns contact:
ADA/Section 504 Grievance Coordinator,206-252-0178, or
accessibility@seattleschools.o<A href="mailto:accessibility@seattleschools.org">accessibility@seattleschools.org</A></LI></UL></DIV></DIV></DIV></TD></TR></TBODY></TABLE><BR></TD></TR>
<TR>
<TD class="footer">
<TABLE width="650" border="0">
<TBODY>
<TR>
<TD class="footerContent"> APPLICATIONS MAY BE FILED
ONLINE AT: <BR><A href="http://www.seattleschools.org/careers">http://www.seattleschools.org/careers</A>
<BR><BR>OUR OFFICE IS LOCATED AT: <BR>2445 3rd Ave
South <BR>Seattle, WA 98124-1165 <BR>206-252-0215
<BR><A
href="mailto:hr@seattleschools.org">hr@seattleschools.org</A>
<BR></TD>
<TD class="footerContent" style="text-align: right;"> Job
#11585 <BR>SPECAIL ED - TEACHER OF THE VISUALLY IMPAIRED
- (2017-2018) <BR>LS
</TD></TR></TBODY></TABLE></TD></TR></TBODY></TABLE><BR style="page-break-after: always;">
<TABLE width="660" align="center" border="0" cellspacing="2" cellpadding="2">
<TBODY>
<TR>
<TD><B>Specail Ed - Teacher of the Visually Impaired - (2017-2018)
Supplemental Questionnaire</B></TD></TR></TBODY></TABLE>
<TABLE width="660" align="center" border="0" cellspacing="2" cellpadding="2">
<TBODY>
<TR>
<TD colspan="3"> </TD></TR>
<TR>
<TD width="5" valign="top">*</TD>
<TD width="5" align="right" valign="top">1.</TD>
<TD>3: A ALL MQ: Have you ever been discharged by an employer for
misconduct in the last 10 years?</TD></TR>
<TR>
<TD colspan="2"></TD>
<TD><IMG width="14" height="14" alt="Checkbox" src="Job%20Bulletin%20-%20Teacher%202017-18%20SY_files/checkBoxPic.gif"
border="0"
longdesc="/images/longDesc/checkBoxPic.html"> Yes<BR><IMG
width="14" height="14" alt="Checkbox" src="Job%20Bulletin%20-%20Teacher%202017-18%20SY_files/checkBoxPic.gif"
border="0"
longdesc="/images/longDesc/checkBoxPic.html"> No<BR></TD></TR>
<TR>
<TD width="5" valign="top">*</TD>
<TD width="5" align="right" valign="top">2.</TD>
<TD>2: A All MQ: Have you been placed on a plan of improvement or
probation related to your employment in the last 10 years and as a
result of the improvement plan or probation been non-renewed or
terminated?</TD></TR>
<TR>
<TD colspan="2"></TD>
<TD><IMG width="14" height="14" alt="Checkbox" src="Job%20Bulletin%20-%20Teacher%202017-18%20SY_files/checkBoxPic.gif"
border="0"
longdesc="/images/longDesc/checkBoxPic.html"> Yes<BR><IMG
width="14" height="14" alt="Checkbox" src="Job%20Bulletin%20-%20Teacher%202017-18%20SY_files/checkBoxPic.gif"
border="0"
longdesc="/images/longDesc/checkBoxPic.html"> No<BR></TD></TR>
<TR>
<TD width="5" valign="top">*</TD>
<TD width="5" align="right" valign="top">3.</TD>
<TD>1: A All MQ: Have you ever resigned in lieu of termination or
suspension as a result of a disciplinary action from an employer in
the last 10 years?</TD></TR>
<TR>
<TD colspan="2"></TD>
<TD><IMG width="14" height="14" alt="Checkbox" src="Job%20Bulletin%20-%20Teacher%202017-18%20SY_files/checkBoxPic.gif"
border="0"
longdesc="/images/longDesc/checkBoxPic.html"> Yes<BR><IMG
width="14" height="14" alt="Checkbox" src="Job%20Bulletin%20-%20Teacher%202017-18%20SY_files/checkBoxPic.gif"
border="0"
longdesc="/images/longDesc/checkBoxPic.html"> No<BR></TD></TR>
<TR>
<TD colspan="3">* Required
Question</TD></TR></TBODY></TABLE></TR></TBODY></TABLE></CENTER></BODY></HTML>