Itinerant Teacher, Students with Visual Impairments

Our public school students need your expertise, passion and leadership.

  We are looking for highly motivated and skilled talent to join our team at DC Public Schools (DCPS). We seeking individuals who are passionate about transforming the DC school system and making a significant difference in the lives of public school students, parents, principals, teachers, and central services employees. DCPS serves 50,000 students in the nation's capital through the eff orts of approximately 4,000 educators in 118 schools. As part of a comprehensive reform eff ort to become the preeminent urban school system in America, DCPS intends to have the highest-performing, best paid, most satisfied, and most honored educator force in the nation and a distinctive central services staff whose work supports and drives instructional excellence and significant achievement gains for DCPS students. The mission of the Office of Teaching and Learning (OTL) is to provide educators with curricular resources, academic programs, and aligned professional development to ensure rigorous and joyful learning experiences for every student. OTL team members support school-based staff in implementing DCPS's existing academic programs while simultaneously working to rethink and redesign school programming, academic and curricular resources and educator professional development.

Divisions/Teams

Content and Curriculum:

The Content and Curriculum division sets the vision for equity and excellence for each content area in DCPS schools by researching, creating, and curating curricular materials and providing aligned professional development experiences to ensure that all students have access to rigorous and joyful learning experiences every day in every content area. Additionally, the team sets a vision for serving the whole child and closing the opportunity gap through leading the work in academic programming, innovation and high-potential learners.

Extended Learning and Academic Recovery:

The Extended Learning and Academic Recovery division oversees most of DCPS' K-12 summer school programs including enrichment and retention programs in alignment with the laws and regulations of the District of Columbia. Additionally, the team oversees the largest group of afterschool programs with the 21st Century Community Learning Centers grant and meets the needs of high potential students in grades K-5through the Schoolwide Enrichment Model (SEM.)

Language Acquisition:

The Language Acquisition division welcomes families of linguistically and culturally diverse backgrounds to DCPS, leads the process of identifying English Learner students, and supports schools in developing programs that supports English language acquisition and academic growth.

Professional Learning and Educational Technology:

The Professional Learning and Educational Technology division sets a vision for professional development for DCPS as well as creates systems, tools, and structures to increase the efficacy of professional learning and educational technology initiatives. This work includes LEAP, cluster-based PD, district PD and other learning opportunities. The team works across all DCPS offices to increase the cohesion of professional development and broad sharing of knowledge, while exploring new avenues and opportunities for meaningful development and learning for our educators.

Specialized Instruction:

The Specialized Instruction division works to reduce the opportunity gap between students with IEPs and their non-disabled peers; and increases equity and excellence in schools through specific academic programming, related services, professional learning, school leadership development, family engagement, dispute resolution, and community partnerships. The Division of Specialized Instruction (DSI) works to provide a high quality continuum of services in an inclusive environment so every student with disabilities is prepared for success in college, career, and life. The division works with schools to design, implement, and monitor programs and supports for students with disabilities.

Position Overview

The Itinerant Teacher, Students with Visual Impairments will travel to different assigned schools in the district to provide direct and/or consultative special education services relating to visual impairments and blindness. These services enable the students to learn in classroom and community environments. The students range in age from 3 through 21, and may or may not have additional disabilities. The cognitive levels of the students range from severely impaired to gifted and talented. This position is a safety-sensitive position. As a result, throughout employment this position will be subject to the Employee Mandatory Drug and Alcohol Testing Policy. The Itinerant Teacher, Students with Visual Impairments will report to the Manager, Low Incidence.

Essential Duties and Responsibilities

The below statements are intended to describe the general nature and scope of work being performed by this position. This is not a complete listing of all responsibilities, duties, and/or skills required. Other duties may be assigned.

• Provides instruction for visually-impaired students by developing, selecting, and modifying instructional plans and materials to meet the needs of students utilizing Braille, large print, and technological devices.
• Performs functional vision and learning media assessments on new referrals and at intervals as designated by the Individuals with Disabilities Education Act (IDEA).
• Interprets medical eye reports as they relate to educational environments.
• Recommends appropriate specialized evaluations and assessments, such as orientation and mobility.
• Implements research-based strategies and interventions.
• Schedules time efficiently for assessment, instruction, planning, preparation of materials, travel, and conference with relevant school and other key individuals.
• Participates as a vision professional in eligibility and IEP meetings.
• Develops observable and measurable IEP goals and objectives.
• Collaborates with teachers to ensure appropriate accommodations, modifications, adaptive and assistive devices, supplementary aids, and services are available to students when appropriate.
• Maintains service notes.
• Maintains samples of student work and data related to progress toward identified goals/objectives.
• Reports student progress on a quarterly basis.
• Maintains regular communication with parents and families.