To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The minimum requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The Dayton Way
- Support and maintain the District’s core principles in the areas of professionalism, curriculum, instruction, culture, and customer service. Demonstrate courage, compassion, patience, and a passion for teaching in daily activities.
- Meet the challenges of delivering education in an urban school setting. Use instructional methods to help struggling learners reach grade level.
- Navigate competing instructional initiatives and find ways to apply them to the classroom effectively.
- Build confidence in students, parents, and guardians that academic achievement is attainable through high expectations and sustained effort.
- Collaborate and engage effectively with teachers and administrators to implement instructional strategies that promote student success in content areas.
- Build positive rapport and trust with families and community partners to facilitate their engagement in education efforts.
- Participate in district-organized professional development activities and seek out opportunities for self-development to improve instruction design and delivery skills.
ESSENTIAL DUTIES AND RESPONSIBILITIES
(Incumbent performs a majority of the following duties)
- Reports to an Associate Director, Director, or Chief, Office for Exceptional Children
- Plan and provide services for students with visual impairments
- Assess students and provide therapeutic intervention to eliminate or reduce problems that interfere with the student’s ability to derive full benefits from the educational program
- Screen referrals for functional visual performance
- Administer functional vision assessment and learning media assessment and technology assessment
- Provide direct instructional services with visually impaired students as outlined on the IEP
- Identify the need for Brailed materials and tangible apparatus
- Consult with classroom teachers about equipment and supplies specific to visually impaired students
- Develop and coordinate a continuing evaluation of visually impaired services and make changes based on findings
- Develop Individualized Education Programs (IEPs) for students with identified special needs that are aligned with rigorous learning standards. Regularly assess students’ IEP progress and communicate relevant information to families
- Maintain student records in such a way that they are useful to families, teachers, and service providers
- Design and implement engaging instruction based on IEP goals and objectives for students with special needs either in the general education setting or in pull-out sessions
- Collaborate with general education teachers and related service providers to identify, implement instructional strategies that promote student success in all content areas
- Ensure coherence in students’ educational programs by coordinating instruction, discussing student work, and sharing best practices, including flexible student grouping
- Assist students, families, and staff in understanding students’ exceptionalities so that all can advocate for and support students’ achievement of their academic, behavioral, and social goals
- Perform other duties as assigned
CORE BEHAVIORS & COMPETENCIES
- Coping with Stress = think critically and solve problems in difficult situations; capable of handling interruptions effectively
- Interpersonal Skills = successfully interact and engage with students, families, colleagues, administrators, and others; enjoy working with children
- Presentation Skills = creatively share information verbally and in writing to build interest and engage student learners; organize and present information in meaningful, easy-to-understand ways
- Adaptability and Flexibility = willingness to change methods and approaches as appropriate
- Must be a U.S. citizen or have the legal right to work in the U.S
- Current Ohio license as an Intervention Specialist of the Visually Impaired issued by the Ohio Department of Education with at least one year of experience
- Master’s Degree in Special Education, or related field
Knowledge & Experience
- Proven ability to work as a member of a team which includes regular attendance at work
- Knowledge of RTI process is required
- Ability to integrate technology into instructional delivery and use data to support, drive and shape decision making (Data Folders)
- Must be able to build positive rapport with families and community partners
- Knowledge of Functional Behavioral Assessments, Behavior Intervention Plans
- Effective differentiated Instructional teaching strategies with the ability to individualize instruction according to the learning styles, interests, and cognitive processing skills of students
- Skilled at positive teacher collaboration
- Clear understanding of curriculum, differentiated instruction, child development and special education law
- Commitment to meeting the needs of every child in a diverse population
- Commitment to his/her own learning and professional development and ability to participate in professional course offerings as needed
- Ability to communicate effectively with students, parents, colleagues and administration.
- Ability to read, analyze and interpret testing and survey results.
- Ability to respond to common inquiries or complaints from students, parents, agencies, teachers or members of the school community.
- Ability to effectively present information to administration, staff, public groups, and/or Board of Education.
- Ability to apply knowledge of current research and theory to instructional program.
- Ability to plan and implement lessons based on school objectives and the needs and abilities of students to whom assigned.
- Ability to establish and maintain effective working relationships with students, peers, parents and community.
- Ability to speak clearly and concisely in written or oral communication.
- Ability to use computers for classroom instruction and record keeping.
- Ability to perform duties with awareness of district requirements and Board of Education policies.
The physical demands 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 duties of this job, the employee is regularly required to walk, talk or hear and stoop, kneel, crouch or crawl. The employee frequently is required to stand, use hands to finger, handle or feel and reach with hands and arms. The employee is occasionally required to sit, climb or balance. The employee must regularly lift and/or move up to 10 pounds and occasionally must lift and/or move up to 75 pounds.
- Work is performed in a classroom setting
- Occasional exposure to blood, bodily fluids, and tissue
- Work may be subject to frequent interruptions
- Potential exposure to disruptive parents and students
- Some assignments are subject to completion within strict timelines
- Periodic travel for meetings, professional development activities, and work assignments