Contract Internal - 1.0 - VISION RESOURCE TEACHER

1.0 - VISION RESOURCE TEACHER

with Orientation and Mobility Qualifications and Experience

Duties and Responsibilities

• Assess students' functional vison and primary learning media, using appropriate evaluation instruments;

• Provide direct instruction on areas of the Expanded Core Curriculum (as well as the core curriculum, as needed) with students who are visually impaired;

• Conduct comprehensive Orientation and Mobility assessments and develop individualized instructional plans that promote independence and engagement for students who are visually impaired

• Assist and support school staff in developing IEP goals, objectives and transition plans;

• Select from and implement a variety of programming interventions, strategies, and resources based on the needs of each individual student;

• Assist and support classroom teachers in accommodating and modifying their program/materials for students who are visually impaired;
• Prepare tactile materials for tactile learners, including preparation of Braille;
• Work in partnership with the classroom teacher to enhance the development of the student’s independence, communication skills and understanding of a school environment and its expectations;
• Liaise with outside agencies such as CNIB, Blind-Low Vision Program through the Royal Victoria Regional Health Centre (RVH), Children’s Treatment Network, etc.
• Assist school teams with Specialized Equipment Allocation (SEA) for students who are visually impaired
• Communicate on an ongoing basis with parents/guardians

• Provide in-service and consultation for parents, teachers and paraprofessionals.
• Provide awareness workshops to peers of students who are visually impaired
• Provide opportunities for students with visual impairments to engage with other students or adults with visual impairments

Qualifications

• Minimum Additional Qualifications: Teaching Students Who Are Blind/Low Vision Part 1;
• Unified English Braille Level 2 or higher, a Certificate of Unified English Braille Competence, Unified English Braille Transcribers Certificate, or equivalent to any of these;

• Knowledge of Assistive Technology and Accessibility Tools (magnification tools, screen readers, GPS navigation tools and accessibility applications)
• Valid Ontario Driver’s License and vehicle;
• Teaching Students Who Are Blind/Low Vision Part 3 or Masters of Education in the field of visual impairment an asset

• Training on the CVI Range, and experience supporting students with cortical visual impairment (preferred);
• Graduate level certification in Orientation and Mobility (preferred).

Guided by the principles of dignity, individualization and inclusion, the Simcoe County District School Board (SCDSB) is committed to creating an equitable and inclusive environment that supports all human rights and accessibility needs for students and staff. The SCDSB recognizes the duty to accommodate, short of undue hardship as per the Ontario Human Rights Code (OHRC) and the Accessibility for Ontarians with Disabilities Act (AODA).

We value and are committed to upholding the principles of diversity, equity, and inclusion, and equitable hiring practices for all applicants to be successful. In support of our strategic priorities, we are seeking members who reflect diverse identities, lived experiences and perspectives, especially Indigenous peoples, visible minorities, persons with disabilities, 2SLGBTQ+, and women to assist the board in reflecting the community we serve. Our equitable hiring initiative is consistent with the Ontario Human Rights Code (OHRC) to ensure that our hiring practices remain equitable to candidates from groups protected by the prohibited grounds under the Code.

Applicants are to provide permission to contact two professional references, including their current and most recent supervisor. New hires to the Simcoe County District School Board will be required to submit a Vulnerable Sector Check (VSC) that is satisfactory to the Board prior to beginning employment. All new employees will be required to complete mandatory training modules with the Board prior to their first day of employment. All applicants are thanked for their interest in this position; however, only those who have been shortlisted for an interview will be contacted.

R.R.O. 1990, REGULATION 298 - Operation of Schools

Section 20 - Duties of Teachers

20. In addition to the duties assigned to the teacher under the Act and by the board, a teacher shall,

(a) be responsible for effective instruction, training and evaluation of the progress of pupils in the subjects assigned to the teacher and for the management of the class or classes, and report to the principal on the progress of pupils on request;

(b) carry out the supervisory duties and instructional program assigned to the teacher by the principal and supply such information related thereto as the principal may require;

(c) where the board has appointed teachers under section 14 or 17, co-operate fully with such teachers and with the principal in all matters related to the instruction of pupils;

(d) unless otherwise assigned by the principal, be present in the classroom or teaching area and ensure that the classroom or teaching area is ready for the reception of pupils at least fifteen minutes before the commencement of classes in the school in the morning and, where applicable, five minutes before the commencement of classes in the school in the afternoon;

(e) assist the principal in maintaining close co-operation with the community;

(f) prepare for use in the teacher’s class or classes such teaching plans and outlines as are required by the principal and the appropriate supervisory officer and submit the plans and outlines to the principal or the appropriate supervisory officer, as the case may be, on request;

(g) ensure that all reasonable safety procedures are carried out in courses and activities for which the teacher is responsible;

(h) co-operate with the principal and other teachers to establish and maintain consistent disciplinary practices in the school;

(i) ensure that report cards are fully and properly completed and processed in accordance with the guides known in English as Guide to the Provincial Report Card, Grades 1-8 and Guide to the Provincial Report Card, Grades 9-12, and in French as Guide d’utilisation du bulletin scolaire de l’Ontario de la 1ère à la 8e année and Guide du bulletin scolaire de l’Ontario de la 9e à la 12e année, as the case may be, both available electronically through a link in the document known in English as Ontario School Record (OSR) Guideline, 2000 and in French as Dossier scolaire de l’Ontario: Guide, 2000, on a website of the Government of Ontario;

(j) co-operate and assist in the administration of tests under the Education Quality and Accountability Office Act, 1996;

(k) participate in regular meetings with pupils’ parents or guardians;

(l) perform duties as assigned by the principal in relation to co-operative placements of pupils; and

(m) perform duties normally associated with the graduation of pupils. R.R.O. 1990, Reg. 298, s. 20; O. Reg. 95/96, s. 2; O. Reg. 209/03, s. 1; O. Reg. 227/23, s. 3.