[nobe-l] resume question

[Karen Palau]

Here are some quick thoughts:

1.  good mobility skills
2.  locate the main office and sign in as independently as possible, which 
may include logging into a computer website that monitors attendance
3.  access to a lesson plan left by absent teacher
4.  note taker available
5.  time piece
6.  be prepared to make supplies available as needed by students--pencils, 
markers, crayons, paper, etc.
7.  introduce yourself to many important staff in the building such as 
department heads, CSE chair, secretary, principal, assistance principal, 
students, etc.
8.  establish a hands-up policy immediately with students
9.  create a quick game to learn student voices
10.  a school  aide can probably be used for a few of these tasks so that it 
won't be looked at as a hardship for the district to provide a full-time 
aide
11.  set up a 504 accommodation plan with the district to identify the 
minimal assistance that you will require to get on-board so that the 
district will not make assumptions about your abilities/disabilities

Karen

-----Original Message----- 
From: J Acheson via nobe-l
Sent: Tuesday, May 19, 2015 8:28 AM
To: National Organization of Blind Educators Mailing List
Cc: J Acheson
Subject: Re: [nobe-l] resume question


I would like to put together a list of recommendations & needed skills for 
what a blind person needs to do/have in order to be a substitute teacher in 
regular education settings. This would be for someone on a substitute list 
that could be called for a daily position at an elementary, middle, or high 
school setting.

Thanks in advance.

Sent from my iPhone

> On May 17, 2015, at 4:13 PM, Craig Cooper via nobe-l <nobe-l at nfbnet.org> 
> wrote:
>
> Greetings,
> I am in the process of finalizing my resume, in preparation for
> applying for teaching positions.
> My question is: should I include my association with the NFB on the
> resume?  Since I am a local chapter president, I would think that
> would show leadership qualities.  However, I do not want them to
> assume things about blindness, before I can get to the interview
> stage.
> One of my cooperating teachers did mention my blindness, in his letter
> of recommendation.
> I have been student teaching, and believe that I can answer their
> inevitable questions, as to how I can do the job.  However, I don't
> want misconceptions to prevent me from reaching the interview portion
> of the process.
> Thank you in advance for your thoughts and experiences.
> Sincerely,
> Craig
>
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