Job Description:

Location: Itinerant
Department: Special Education
Reports To: Director of Special Education
Term: Renewing 188-day contract beginning with the 2025-26 school year
Schedule: Mon-Fri Full-time

SUMMARY: The Teacher of Learners with Visual Impairment (TVI) works directly with learners, ages 3 through 21, in the West Fargo Public School system to provide quality education to learners with visual impairments. The TVI works with a committed team to participate in planning and implementation of learner programs, establish a community-based curriculum, develop communication and social skills, establish inter-district cooperation, and a positive, effective guardian/learner partnership.
 
The TVI provides intervention and supports in academics, future-ready skills, knowledge, and dispositions for learners to be compassionate, lifelong learners, and contributing citizens in a rapidly changing world. The TVI follows the Individuals with Disabilities Education Act (IDEA) procedures and complete the compliant paperwork to support learners with disabilities in educational settings.

Opportunities exists for the TVI to develop and experiment with adaptive materials; implement best practices, and integrate with general education populations.
 
QUALIFICATION REQUIREMENTS: To perform this job successfully, an individual must be able to perform each essential duty and requirement satisfactorily. The requirements listed below are representative of the knowledge, skills, and/or abilities required for the role. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
 
ESSENTIAL DUTIES AND RESPONSIBILITIES: (Other duties may be assigned)
Collaboration:
Participates as a member of a multidisciplinary team for the purpose of developing an evaluation and making recommendations based on individual learner needs.
Participate in Individualized Education Plans (IEPs) for learners who qualify for VI supports for the purpose of developing an appropriate IEP.
Develops positive, effective working relationships with learners and staff.
Engages with other district staff in the professional learning community process.
 
Communication:
Articulates curriculum between, and among, various learner levels.
Connects and shares ideas through appropriate/applicable formats to express thoughts and ideas with integrity.
Utilizes effective communication skills to facilitate connection and sharing of thoughts and ideas in multiple formats with diverse audiences.
Establishes and clearly articulates procedures and routines that promote efficiency and appropriate use of time.
Clearly communicates the instructional purpose of each lesson and makes connections to prior learning.
Engages learners in meaningful direct instruction, guided practice, and independent practice.
Utilizes questions, discussions, and dialogue that promote critical thinking about diverse perspectives, viewpoints, and experiences.
Compassion:
Acts to ensure appropriate IEP implementation in the area of service; directs work of instructional assistants and support members for IEP team.
Empowers learners to be critical thinkers, enthusiastic learners, skillful researchers, and ethical users of information.
Understands the complexities of cultural and global issues and how they relate to employee and learners’ experiences.
Partners with others to resolve potential controversy and conflict through respectful discussion.
Proactively seeks to understand the ideas, opinions, and skills of others.
Creativity:
Develops learning systems to use in community and campus settings.
Connects with team members and shares ideas in an effort to improve the overall learner and employee experience.
Utilizes creative, critical thinking skills when faced with challenges.
Designs assessments that are aligned to the standards and learning targets and provides frequent opportunities for authentic and meaningful assessments.
Establishes a culture that values high expectations, work ethic, and a growth mindset.
Critical Thinking:
Designs instructions and records progress of learners.
Maintains accurate records (learner performance data, clerical responsibilities, Medicare billing, etc.) for the purpose of documenting learner information, reports, and Medicare reimbursements.
Reasons, interprets, and analyzes information to generate new knowledge and understanding.
Demonstrates knowledge of content and pedagogy; explicitly connecting key concepts to develop learner skills.
Reflection:
Demonstrates understanding of the diverse social, emotional and developmental learning needs of learners.
Maintains communication with supervisor and director regarding general feedback, career advancement opportunities, and areas of growth opportunities.
Resilience:
Maintains composure while dealing with stressful situations.
Proactively seeks out resolutions and takes initiative to resolve knowledge gaps.
Responsibility:
Monitors delivery and frequency of VI related services.
Prepares and procures adapted materials (i.e. braille).
Manages learner caseloads across multiple school settings, which may include case management responsibilities.
Utilizes district guaranteed and viable curriculum including the scope & sequence of academic and social emotional learning targets along with the defined proficiency scales.
Plans a program of study that meets the individual needs, interests, and abilities of the learners.
Utilizes district behavioral plans as a backbone to promote positive learner behavior.
Fosters a safe and equitable learning environment.
Utilizes the district protocol for maintaining information on learner progress.
Utilizes knowledge of applicable federal and state laws regarding education and learners.
Creates an environment that is conducive to learning and appropriate to the maturity and interests of the learners.
Guides the learning process toward the achievement of curriculum goals and, in harmony with the goals, establishes clear objectives for all lessons, units, projects and the like to communicate these objectives to learners.
 
PHYSICAL DEMANDS AND WORK ENVIRONMENT: The physical demands and work environment described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
While performing the essential duties and responsibilities of this role, the employee is regularly required to reach with hands and arms.
While performing the essential duties and responsibilities of this role, the employee is regularly required to stand, walk, bend, talk, and hear.
The specific vision abilities required for this role include close and peripheral vision.
The employee may be required to lift up to ~30 pounds.
The employee must work with the public and various WFPS staff while simultaneously managing several competing demands.
The employee may come in contact with bloodborne pathogens or other bodily fluids on rare occasions.
The employee will work in an environment that has a quiet to loud noise level.
 
Education and/or Experience:
North Dakota Teaching License with endorsement in Visual Impairment.
Bachelor’s Degree in one of more areas of special education or area of similar study.
Basic knowledge of Orientation and Mobility skills and programming.
Prior experience working with learners with visual impairments is preferred.
Prior experience reading, writing, and corresponding in Braille is preferred.
Prior teaching experience is preferred.
Prior experience working in a school setting is preferred.
 
Language Skills:
Ability to read, write, and comprehend simple instructions and short correspondences in the English language.
Ability to communicate effectively verbally, expressively, and reactively.
 
Other Skills and Abilities:
Exercise confidentiality, discretion, and good judgment.
Adhere to the assigned work schedule by maintaining regular and punctual attendance.
 
SUPERVISORY RESPONSIBILITIES:
None.

Salary: Positions follow the Teacher Salary Schedule 2023-2025

To Apply: Please complete the application and provide a letter of interest, a resume, and three letters of recommendation. Please also include your transcripts and a copy of your licensure through ESPB, if available.