Teacher of the Visual Impaired

State Of Montana

Posted on : 10-04-2025

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1 Vacancy

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Job Location

Great Falls, MT - USA

Monthly Salary

Not Disclosed

Salary Not Disclosed

Vacancy

1 Vacancy

Posted on : 10-04-2025

Job Description

Minimum qualifications (Education and Experience):

Must possess or have the ability to possess the following from The Montana Office of Public Instruction by the first instructional day of the academic calendar:

Eligible Licenses

Class 1 Professional Teaching License or

Class 2 Standard Teaching License

Eligible Endorsements

32A VI 32A SPE 32E SPE or 32S SPE

Please attach Transcripts to application.

The State of Montana has a decentralized human resources (HR) system. Each agency is responsible for its own recruitment and selection. Anyone who needs a reasonable accommodation in the application or hiring process should contact the agencys HR staff identified on the job listing or by dialing the Montana Relay at 711. Montana Job Service Offices also offer services including assistance with submitting an online application.

State government does not discriminate based on race color national origin religion sex sexual orientation gender identity or expression pregnancy childbirth or medical conditions related to pregnancy or childbirth age physical or mental disability genetic information marital status creed political beliefs or affiliation veteran status military service retaliation or any other factor not related to merit and qualifications of an employee or applicant.

JOB OVERVIEW: This position will work with a team in our VI Department. The provider is a special education teacher specifically trained to teach students who have a visual impairment. Provider is an expert in modeling strategies for learning and daily activities as they understand how vision impacts a students learning. The provider will teach various skills such as selfadvocacy braille assistive technology and other expanded core curriculum areas. The provider will also be required to teach content standards. In addition they design and implement instructional plans individualized to each students needs.

Breakdown of Essential Responsibilities:

A. Provide Direct Instruction 60

B. Instructional Plans Conducting Assessments and Documenting 20

C. Family and Caregiver Communication 15

D. Other Duties as Assigned 5

Candidates should have the following:

Knowledge of Special Education

Understand how exceptionalities may interact with development and learning and use this knowledge to provide culturally responsive meaningful and challenging learning experiences for individuals with exceptionalities.
Demonstrate the ability to create and implement personalized safe respectful inclusive and culturally responsive learning.
Demonstrate knowledge of standards used in Montana schools and the ability to use general and specialized curricula to implement individualized learning opportunities that align with the needs of students with exceptionalities.
Use multiple methods of assessment and data sources to evaluate and identify individualized learning needs and make a variety of education decisions.
Select adapt and use a repertoire of evidencebased instructional strategies including explicit systematic instruction assistive technology whole group instruction small group instruction and individual instruction to support and selfregulate learning.
Use foundational knowledge of the field along with professional ethics and standards.
Collaborate communicate and advocate in culturally responsive ways with all individuals involved in the special education process to improve programs services and outcomes for individuals with exceptionalities and their families including but not limited to facilitating meetings scheduling services working with paraeducators and related providers and implementing accommodations and modifications.
Demonstrate an understanding of the philosophical historical and legal foundations of special education.
Demonstrate proficiency in special education procedural competencies including knowledge of state and federal regulations rules and processes and knowledge of the state data collection system and state forms.
Demonstrate an understanding of disability categories and characteristics to the extent necessary to use eligibility criteria to make informed decisions concerning learner identification.

Knowledge of Visually Impaired Pedagogy

Understand the models theories philosophies and regulatory history that form the basis for educating students who are visually impaired or blind including those with additional disabilities.
Possess a deep understanding of the unique development and learning needs of students who are visually impaired or blind.
Design and implement learning experiences that include the school district curriculum and the expanded core curriculum (ECC) and use effective instructional strategies for students who are visually impaired or blind.
Understand strategies and reading methods for using alternative learning media i.e. Braille large print auditory.
Understand strategies for teaching the use of assistive technology e.g. optical nonoptical high to low tech.
Understand strategies for teaching careervocational skills and providing vocational counseling.

Knowledge of Family and Community Partnerships

Know about understand and value the complex characteristics and importance of childrens families and communities including home language cultural values ethnicity socioeconomic conditions family structures relationships stresses childhood trauma and adverse childhood experiences and community resources.
Collaborate with families as equal partners in creating respectful reciprocal relationships.
Promote and encourage family engagement in all aspects of childrens development and learning including assisting families to find curriculum and resources concerning parenting mental health health care and financial assistance.
Demonstrate essential knowledge and core skills in team building and in communicating with families and colleagues from other disciplines to encourage and value families participation in curriculum and program development as well as assessment of childrens learning

Knowledge of Observation Documentation and Assessment

Understand the importance of different types of developmentally appropriate assessments including but not limited to observation portfolio assessment and work samples for children to demonstrate their skills and abilities.
Understand the goals of assessment to summarize analyze and use assessment information gathered.
Understand assessments with established reliability and validity that consider childrens development ability culture and language.

Knowledge of Teaching and Engagement

Utilize the environment schedule and routine as learning opportunities.
Create a caring community of learners.
Utilize a broad repertoire of appropriate teaching skills and strategies supportive of learners.
Provide curriculum and learning experiences that reflect the principles of universal design for learning the languages cultures traditions and individual needs of diverse families and children with particular attention to the cultures of the children and families in the classroom and to
American Indians and tribes in Montana.

Knowledge of Curriculum

Design implement and evaluate developmentally meaningful integrated and challenging curriculum for each child using professional knowledge Montana Content Standards (K12 and Indian Education for All.
Integrate and support indepth learning using both spontaneous and planned curricula and teaching practices in each of the academic discipline content areas including language and literacy; science; mathematics; social studies; the performing and visual arts; health and wellbeing; and physical development skills and fitness.
Base curriculum planning on the understanding of the particular significance of social emotional and behavioral development as the foundation for young childrens school readiness and future achievements.

Professionalism

Identify and involve oneself with the distinctive history values knowledge base and mission of the education field to become an informed advocate for all children and their families.
Uphold and use state and national codes of ethical conduct for the education of children and other applicable regulations and guidelines.
Collaborate with multiple stakeholders.
Use formal and informal assessments professional teaching knowledge reflection collaborative relationships and critical thinking to analyze and continuously improve professional practices with children and their families.
Engage in continuous collaborative learning to inform practice.
Develop and sustain the habit of reflective and intentional practice in their daily work with children.

Employment Type

Full Time

Company Industry

Key Skills

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State Of Montana

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Teacher of the Visual Impaired

State Of Montana

Job Description

Employment Type

Company Industry

Key Skills

About Company

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