Perkins is more than a school; we are an international NGO dedicated to working in 100 countries for over 100 years to help children with multiple, complex disabilities and visual impairments and their families. We are unlocking opportunities and igniting change. At Perkins, we think courageously, we are collaborative and we take ownership. You will be supported and cheered throughout your career. Join a community of growth!
Join our collaborative community of educators as a Teacher of the Visually Impaired (TVI), who will provide direct and consultative vision services to pre-school, elementary, and middle school children (3-15) and their teachers/team on the Perkins Watertown campus.
You will work with the student teams in the ELC/Lower School program providing independent vision assessments including LVE, LMA and other areas of the Expanded Core Curriculum. Some of the children may have additional disabilities. Your responsibilities will include: student assessments, development and implementation of individual education plans, consultation to and in-service training for on campus education professionals, maintaining communications among team members in the ELC/Lower School program, preparation of lessons and materials for each individual student, maintaining professional credentials, and paperwork associated with evaluations, contract services, reports and billing.
Essential Duties, Responsibilities and Expectations include the following:
If not already having the CVI endorsement, participate in trainings to obtain the endorsement within a predetermined time frame under the guidance of the on campus CVI Program Manager
Read records, observe and assess students, consult with other on campus generalists, specialists, and parents or other caregivers, review individual education plans (IEPs). Utilize this information to prepare goals, objectives and lessons based on program approved curriculum or other appropriate resources to meet the students' needs.
Prepare and provide instruction through oral presentations, discussions, demonstrations, hand-on activities, modeling, and direct experiences such as engagement in hands-on instruction with various mobility devices and listen for oncoming traffic. Produce or secure Braille, enlarged print, oral or tactual material or compensatory devices needed to help the student arrive at appropriate goals.
Using objective criteria, assess student progress through evaluation of tasks and assignments and report each quarter or according to IEP requirements on student progress in meeting individual objectives. Prepare other reports in the format prescribed by the program supervisor. Meet the program deadlines for submission of completed reports.
Participate in meetings and serve as a member of the team which is responsible for development and delivery of programs for each student and for overall program planning.
Communicate with parents, sending school districts, or others, to assure continuity of individual programs.
Recommend goals and objectives for future programming of individual students and submit these in writing. Make scheduling recommendations when appropriate.
Promote the student's development of good work habits, good health habits, acceptable behavior and appropriate levels of independence.
Provide appropriate structure and discipline to maintain order and provide a positive learning experience in the teaching situation, and within the different programs
Plan and supervise activities in a manner which will safeguard the health and safety of students and assume responsibility for students under the teacher's supervision in an emergency.
Design educational programming commensurate with the current best practice in the field of Special Education including: Functional curriculum; Age-Appropriateness; Community experience; Integration of related services; Context-based instruction; Expanded Core Curriculum, or as determined by appropriate assessments.
Maintain family and home and school contact through home visits, log books, or other communication methods, as recommended by the program supervisor; Maintain appropriate records and provide these to the program file.
To perform other related duties and tasks as assigned.
To perform the job successfully, an individual should demonstrate the following competencies:
Ability to manage difficult or emotional student services situations; Responds promptly to student/family needs;
Solicits student/family feedback to improve service; Responds to requests for service and assistance; Meets commitments.
Ability to maintain confidentiality and remain open to others' ideas and try new things.
Excellent communication skills both oral and written
Ability to work well as part of a team
Education and/or Experience
Bachelor’s degree from a recognized college or university required, Master’s Degree in Special Education and DESE certified TVI.
First Aid and Cardiopulmonary Resuscitation (CPR) Automated External Defibrillator (AED) required