ESY - Special Education Teacher - .5 Teacher for the Visually Impaired / .5 Orientation and Mobility Specialist Teacher

This position is for Extended School Year (ESY).  All pay will be timesheeted. You must be available and commit to attending all school days.

2025-26 Extended School Year (ESY) for students will be 4 hours/day in the morning, 4 days a week (MON-THR) from 6/29/2026 to 7/23/2026. There will be an additional hour a day (30 minutes before students arrive, 30 minutes after student leave). There will be 3 days of training and preparation on 6/24, 6/25, and 6/26.

 
POSITION SUMMARY:  The Orientation and Mobility Specialist Teacher assesses plans, organizes and teaches orientation and mobility/vision compensatory skills for visually impaired students ages 3 through 21 in the school and community. Direct service as well as consultation is provided to students, schools, staff, and parents. The teacher works with other staff to integrate students into the regular classroom. The teacher travels to the student's assigned schools and/or homes to provide direction and/or consultative special education services relating to the vision loss.
 
 ESSENTIAL DUTIES AND RESPONSIBILITIES include the following. This list is meant to be representative, not exhaustive. Some incumbents may not perform all the duties listed while in other cases related duties may also be assigned. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

• Perform orientation and mobility evaluations that focus on long and short term needs of the student.
• Provide consultation and support services to parents, regular and special education teachers, other school personnel, and sighted peers.
• Work with the teacher of visually impaired students to conduct the functional vision assessment as it relates to independent travel.
• Evaluate the student's progress on an ongoing basis, and keep progress notes on each student.
• Assist in determining and procuring classroom equipment and materials necessary for the student with visual impairments to learn (braille, low vision devices, assistive technology, and computers.) including necessary room modifications and lighting changes.
• Provides specially designed instruction in the appropriate educational media: regular print, large print, braille, auditory, or a combination for students with visual impairments, as determined by the IEP.
• Instruct the visually impaired student in the development of skills and knowledge that enables him/her to travel independently based on the IEP.
• Teach students with vision impairments to travel with proficiency, safety and confidence in familiar and unfamiliar environments.
• Transport the student to various community locations, as necessary, to provide meaningful instruction in realistic learning environments.
• Be responsible for the student's safety at all times and in all teaching environments while fostering maximum independence

OTHER RESPONSIBILITIES:

• Be knowledgeable about community funding available for the students with vision impairments
• Provide in-service training to general and special education personnel, administrative personnel, sighted peers and parents concerning the O&M needs of the student and appropriate methods for interacting with the student with vision impairments that will foster maximum independence and safety.
• Participate in necessary parent conferences and meetings as well as teacher's staffing meetings regarding the students with vision impairments.
• Maintain adequate records on all assessments, IEPs, progress reports and signed parental consent forms for permission to travel in O&M specialist's personal car/district vehicle.
• Actively participate/collaborate in an instructional team with other Special Education staff who are serving students with vision impairments.
• Interpret and explain eye conditions and educational implications for school staff responsible for instruction of students with visual impairments
• Register students with visual impairments with appropriate agencies such as Recordings for the Blind and Dyslexic, Washington Talking Book and Braille Library, Washington Instructional Resources Center and Department of Services for the Blind.

• Performs other related duties as assigned for the purpose of ensuring the efficient and effective functioning of the work unit and supporting student learning objectives.

REQUIRED QUALIFICATIONS:
Education and Experience
BA degree in Education
One year experience teaching Braille
 
ADDITIONAL REQUIREMENTS:
Washington State Teaching Certification with endorsement in Special Education Certification as an orientation and mobility instructor
Positive Evaluations

PREFERRED QUALIFICATIONS:
Master's degree in Special Education
Previous experience with direct instruction, data collection, behavior management and data analysis
 
CONDITION OF EMPLOYMENT:
Pass a criminal background check
Valid WA State Driver's License and proof of insurance
Type II driver's license obtained within 60 days of hire
First Aid and CPR certification within 90 days of hire and maintain certification
Work scheduled hours on a consistent basis
 
KNOWLEDGE OF:
School board policies and procedures
Braille and basic mobility/orientation instruction techniques
Functional low vision and low vision aids
Function and use of assistive, accommodative devices for use by students with visual impairments
School board policies and procedures
 
ABILITY TO:
Demonstrate basic knowledge of modern technology and willingness and ability to increase knowledge to proficiency
Communicate effectively verbally and in writing
Develop and implement appropriate positive behavior interventions for students
Work independently and work collaboratively with others fostering a team approach providing excellent customer service
Maintain a good work attendance record, be punctual, and follow District procedures for reporting all absences.
Work as part of a multidisciplinary team
Practice effective safety and security within individual work routines.
Develop and maintain positive relations with staff and service providers
Remain flexible to changes in assignments or situations
Demonstrate the desire, skill and patience to work with students with special emotional, academic and social needs, which may include violent behavior
Demonstrate a caring attitude and establish an environment that encourages appropriate behavior and successful learning
Exercise good judgment as to when to act independently and when to refer to higher authority
Practice ethical and professional standards of conduct including the requirements of strict confidentiality
Communicate effectively with staff, students, parents/guardians, and the public in a multicultural and multiracial community
Demonstrate interest in and provide evidence of continued personal and professional growth
Perform the essential functions of the job with or without reasonable accommodations
 
REQUIRED KNOWLEDGE, SKILLS AND ABILITIES RELATED TO CULTURAL COMPETENCE AND EQUITY:
Knowledge/awareness of own cultural identity and how this influences behavior, and desire to learn about the cultural identity of others.
Ability to establish and nurture an environment that promotes cultural competence and equitable treatment of staff, students, and patrons of the District.
Ability to understand and hold self and others accountable for promoting the Federal Way Public Schools' commitment to "Each Scholar: A Voice. A Dream. A Bright Future." 
Ability to recognize that each person is a unique individual even as we celebrate their group cultural heritage.
 
PHYSICAL DEMANDS:  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 will constantly sit, stand and walk, bend neck and back, use hands for repetitive grasping and pushing/pulling.  The employee must be able to see, hear, and speak English. Specific vision abilities required by this job include close vision, and ability to adjust focus.  The employee is frequently required to squat, kneel, and use hands for fine manipulation. The employee will occasionally be required to climb stairs/ladder, lift and reach overhead, crawl, and lift/carry.  The employee must constantly lift/carry up to 10 lbs and must occasionally lift/carry up to 35 lbs.  Any lifting over 35 lbs should be done with two people or a mechanical device.  The employee is occasionally required to push/pull a maximum force of 200 lbs.
WORK ENVIRONMENT:  The work environment characteristics described here are representative of those an employee encounters while performing 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 regularly works in indoor and outdoor conditions.  This position regularly works near a video display.  The noise level in the work environment is usually moderate.  Position occasionally exposed to angry, frustrated, or aggressive individuals, typically in a school classroom environment.  Potential exposure to infectious diseases.  The employee must adjust to frequent interruptions in their work schedule. The employee will occasionally be required to transport students in district vehicle.


 
REPORTING RELATIONSHIP
The Visually Impaired/Orientation and Mobility Specialist Teacher reports directly to the Director of Student Support Services or designee and maintains the following relationships:

• Building Principal and Program Directors - The teacher is supervised and accountable to the Director of Student Support Services & the Assistant Director of Special Education for interpreting and executing the above responsibilities in addition to other related responsibilities assigned by the Executive & Assistant Director
• Personnel/Staff Members - The teacher communicates regularly with program staff, building personnel and other staff members in order to assist them in meeting District program goals.

 
 
CLASSIFICATION HISTORY
Updated 7/2023
Update with physical demands/working conditions 07/2015


POSITION SUMMARY: 
The itinerant teacher for students with visual impairments travels to the students' assigned school to provide direct and/or consultative special education services relating to vision loss.  The teacher is responsible for evaluating students, coordinating and implementing programming to provide an appropriate education for students with visual impairments in their educational program placement.  The students range in age from three through 21 years and may have only a visual impairment or additional disabilities.

MAJOR RESPONSIBILITIES:

• Preparing, implementing, and evaluating an annual educational plan for each visually impaired student based on individually assessed needs in accordance with district procedures.
• Participating on multidisciplinary teams for visually impaired students as appropriate.
• Interpret and explain eye conditions and educational implications for school staff responsible for instruction of students with visual impairments.
• Conducts functional vision evaluations and learning media assessments for enrolled and referred students with visual impairments.
• Provides specially designed instruction in the appropriate educational media: regular print, large print, braille, auditory or a combination for students with visual impairments, as determined by the IEP.
• Provide braille, recorded, enlarged materials and tactual symbols as appropriate for each student.
• Knowledge of the function and use of assistive, accommodative devices for use by the students with visual impairments.
• Assist in determining and procuring classroom equipment and materials necessary for the student with visual impairments to learn (braille, low vision devices, assistive technology, computer) including ensuring necessary room modifications and lighting changes.
• Knowledge of basic orientation and mobility techniques used with visually impaired persons.
• Knowledge of functional low vision and low vision aids prescribed for use by students with visual impairments.
• Collects data to demonstrate educational progress of students.
• Prepares instructional materials for student use.
• Provide the classroom teacher with information regarding the specialized strategies needed to teach a visually impaired student.
• Developing and conducting in-service program to inform building staff of the accommodations needed by the visually impaired student.
• Provide training and support to parents of students with visual impairments regarding their individual needs and strategies to enhance their children's independence.
• Register students with visual impairments with appropriate agencies such as Recordings for the Blind and Dyslexic, Washington Talking Book and Braille Library, Washington Instructional Resources Center and Department of Services for the Blind.

 
 REQUIRED QUALIFICATIONS:
Education and Experience 
BA in Education

ADDITIONAL REQUIREMENTS:
A current Washington State Teacher's Certificate with a Special Education Visual Impairment Endorsement
Highly qualified per NCLB regulations if teaching a CORE subject area is a requirement of assignment
Reliable transportation between sites

PREFERRED QUALIFICATIONS:
Training or experience in serving students with mild to severe disabilities
Proficiency in participating in a Functional Behavior Analysis and developing a Positive Behavior Support plan, including identifying and teaching replacement skills

CONDITION OF EMPLOYMENT:
Criminal background clearance
Washington State Driver's license and proof of insurance
First Aid and CPR certificate and maintain certification
Work scheduled hours on a consistent basis

KNOWLEDGE OF:
School board policies and procedures
Best practices in leading and motivating employees
Computer systems and various software programs
504 laws and regulations
Nursing professional standards
Health Board standards, state mandates, practices and procedures for school health programs
Budget management
Research and development of grant proposals.  Coordinate and supervise grants.
Medicaid Match and Direct Billing Programs

ABILITY TO:
Establish and maintain effective working relationship with staff, parents, and the general public
Skill in operating a computer and ability to learn and use various software programs
Work effectively under pressure
Comply with school board policies and follow administrative procedures
Organize and perform job responsibilities efficiently and independently without close supervision and able to pay strict attention to detail
Communicate effectively through spoken and written word; read and follow written or verbal communications
Practice effective safety and security within individual work routines
Develop and maintain positive customer relations with staff and service providers
Work collaboratively with District staff and promote teamwork with co-workers
Practice ethical and professional standards of conduct including the requirements of confidentiality
Relate effectively with parents, staff, students and the public in a multicultural and multiracial community
Perform job responsibilities with or without reasonable accommodations

REQUIRED KNOWLEDGE, SKILLS AND ABILITIES RELATED TO CULTURAL COMPETENCE AND EQUITY:
Knowledge/awareness of own cultural identity and how this influences behavior, and desire to learn about the cultural identity of others.
Ability to establish and nurture an environment that promotes cultural competence and equitable treatment of staff, students, and patrons of the District.
Ability to understand and hold self and others accountable for promoting the Federal Way Public Schools' commitment to "All Means All". 
Ability to recognize that each person is a unique individual even as we celebrate their group cultural heritage.
 
PHYSICAL DEMANDS:  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 sit, stand, and walk. The employee frequently is required to use hands to finger, handle, or feel; reach with hands and arms; and talk or hear. The employee must regularly lift and/or move up to 10 pounds and occasionally lift and/or move up to 25 pounds. Specific vision abilities required by this job include close vision, and ability to adjust focus. While performing the duties of this job, the employee will constantly sit, stand and walk, bend neck and back, use hands for repetitive grasping and pushing/pulling.  The employee must be able to see, hear, and speak English. Specific vision abilities required by this job include close vision, and ability to adjust focus.  The employee is frequently required to squat, kneel, and use hands for fine manipulation. The employee will occasionally be required to climb stairs/ladder, lift and reach overhead, crawl, and lift/carry.  The employee must constantly lift/carry up to 10 lbs and must occasionally lift/carry up to 35 lbs.  Any lifting over 35 lbs should be done with two people or a mechanical device.  The employee is occasionally required to push/pull a maximum force of 200 lbs.

WORK ENVIRONMENT:  The work environment characteristics described here are representative of those an employee encounters while performing 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 regularly works in indoor and outdoor conditions.  This position regularly works near a video display.  The noise level in the work environment is usually moderate.  Position occasionally exposed to angry, frustrated, or aggressive individuals, typically in a school classroom environment.  Potential exposure to infectious diseases.  The employee must adjust to frequent interruptions in their work schedule. The employee will occasionally be required to transport students in district vehicle.


 


WORK SCHEDULE 
This position has a summer school year schedule.

REPORTING RELATIONSHIP
Position reports to and is evaluated by the building administrator, department director, or designee.

REPRESENTATION
Federal Way Education Association (FWEA)
 
LEVEL OF COMPENSATION
Federal Way Education Association (FWEA) salary schedule - Timesheeted


CLASSIFICATION HISTORY
Update 07/2023
Update 12/2015


Disclaimer
The preceding list is not exhaustive and may be supplemented as necessary.  The statements contained herein reflect general details as necessary to describe the principal functions of this job, the scope of responsibility and the level of knowledge and skills typically required, but should not be considered an all-inclusive listing of work requirements, skills or duties so classified. All personnel may be required to perform duties outside their normal responsibilities from time to time as needed. 
 
All employment open positions are made available on a nondiscriminatory basis without regard to race, color, creed, religion, sexual orientation, national origin, gender, age, disability or veteran status.
  
Job descriptions are written as a representative list of the ADA essential duties performed by the entire classification. They cannot include, and are not intended to include, every possible activity and task performed by every specific employee.