Job Description:

• Certified Classroom Teacher - Special Education/Orientation and Mobility Specialist - Teacher Vision
  
  
• Date Posted:
    4/29/2025
  
  
• Location:
    Special Education Department
  
  
• Date Available:
    07/14/2025
  
  
• Closing Date:
    06/27/2025
  
  

Application Procedure: Apply online https://www.applitrack.com/gilbertschools/onlineapp/JobPostings/view.asp?FromAdmin=true&AppliTrackJobId=16444

Qualifications
Applicants need to hold a Visually Impaired Special Education, Birth - Grade 12 Certificate or be in the process of receiving one, and have a current or be in the process of receiving the COMS (Certified Orientation and Mobility Specialist) certificate.

Starting Salary:  $54,066.00   FTE: 0.5

Please view this for more information: www.gilbertschools.net/joingpssped

Teacher
JOB DESCRIPTION
Gilbert Unified School District

Purpose Statement
Orientation and mobility (O&M) is that part of the educational process that prepares students with visual impairments to travel independently and safely. O&M is one of the nine areas of the Expanded Core Curriculum (ECC) required to be evaluated for students with visual impairments. The itinerant O&M specialist travels to the students' assigned schools and/or homes to provide direct and/or consultative services relating to the visual impairment. These services enable the students to travel safely, efficiently, and independently in their home, school, and community environments. The students range in age from birth through 21 years. The students may or may not have additional disabilities. The cognitive levels of the students range from severely impaired to gifted and talented. Many students with visual impairments are totally included in their neighborhood schools. Others are in special programs in their neighborhood schools or at various campuses throughout the district. Community-based instruction is assumed and a critical component of the O&M program. It is often necessary for instruction to occur off-campus, so the need for transportation for this community-based instruction is important.

Essential Functions

• Perform orientation and mobility evaluations that focus on long- and short-term needs of the student for new referrals and at intervals as designated by the Individuals with Disabilities Education Act (IDEA)
• Identify the needs and strengths of the student and an estimate of the length and frequency of  service necessary to meet determined needs and include such information in the assessment report
• Contribute to other appropriate portions of the IEP, such as goals and recommendations
• Provide consultation and support services to parents, educators, other team members, and students' sighted peers
• Confer regularly with parents, classroom teachers, physical education teachers, physical therapists, and other school personnel to assist in home and classroom modifications to ensure reinforcement of appropriate O&M skills that will encourage the student  who is visually impaired to travel independently in these settings and in the future
• Work with the teachers of students with visual impairments 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
• Instruct students with visual impairments in skills and knowledge that enable them to travel independently based on the IEP
• Teach students to travel with proficiency, safety, and confidence in familiar and unfamiliar environments
• Prepare sequential and meaningful instruction geared to the student's assessed needs, IEP goals and objectives, functioning level, and motivation level.
• Be responsible for the student's safety during O&M instruction and in other environments while fostering maximum  independence  during  O&M lessons
• Prepare and use equipment and materials, such as tactile maps, models, optical devices, pre-canes, GPS devices, and long canes for  the  development  of O&M  skills
• Provide orientation of new buildings and new class schedules to students with visual impairments as needed, including those community settings where students receive  instruction
• Provide Instruction based on the Expanded Core Curriculum (ECC) in the areas of concept development, gross motor skills, visual efficiency skills (with and without optical devices}, sensory efficiency skills, cane skills (including adaptive mobility devices}, map skills, social skills, self-determination, independent living skills, recreational leisure skills, outdoor travel skills, residential, commercial, public transportation, personal safety, and support services
• Provide assistance to the students with visual impairments in understanding their attitudes and those of others concerning their visual impairments
• Emphasize social integration with peers and facilitate opportunities for interaction
• Administrative/Record Keeping Duties Submit requests for instructional materials, conferences, and reference materials
• Be knowledgeable of community-based resources that may be available to and useful for students with visual 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  person who is visually impaired that will foster maximum independence and safety
• Participate in parent conferences and meetings as well as teacher staffing meetings related to students with visual impairments
• Maintain adequate records on all evaluations, IEPs, and progress reports/data collection
• Provide progress reports to parents
• Arrange and prepare paperwork as appropriate and attend all staffing meetings on students with visual impairments as they relate to O&M
• Communicate with specialists in low vision, ophthalmologists, and optometrists concerning exams, and attend exams when appropriate
• Liaison between Community and School Provide information about the vision and O&M programs to the schools and community
• Acquire information about current research, development, and technology by attending conferences and workshops, and by reading journals in the field of visual impairment

 Other Functions    

• Assists other personnel as may be required for the purpose of supporting them in the completion of their work activities

Job Requirements:  Minimum Qualifications

Skills:
Effectively implement the cognitive coaching model with teachers.

Knowledge:

Accurate and effective working knowledge of:

•   IEP content and specific IEP issues relative to the area of coaching responsibility
•   District curriculum initiatives
•   Currently implemented curriculum in the area of coaching responsibility
•   Requirements of the Individuals with Disabilities Education Improvement Act (IDEA),    other applicable federal and state disability laws, and their implementing regulations as these relate to special education instructional practice.

Abilities:

• Collaborate effectively with colleagues.
• Effectively communicate with colleagues in writing and verbally.
• Develop/recommend interventions and practices within the teacher's capacity to implement, given the classroom context.

 Responsibility: 

• Responsible to the appropriate Special Education Coordinator.

 Working Environment:

• All school environments in addition to professional meeting environments.

Job Generally Requires: (enter percentages – must equal 100%)
This job usually requires the following percentages.
33 1/3%   Sitting             33 1/3%   Walking        33 1/3%   Standing

Minimum Qualifications
Mental Requirements

Learning Development- Level E  Knowledge in a recognized professional field or technological discipline sufficient to command various principles, facts, and practical applications. Learning development is obtained by the completion of a college curriculum resulting in a bachelor's degree in a specialized field; advanced mathematics, very advanced language development, proficient understanding of practical systems.

Problem Solving - Level 2  Work situations require consideration and interpretation of circumstances or information to choose the most effective responses. Solutions may be somewhat technical, yet are relatively straightforward, obvious and well-defined once problems are understood. Responses come from the realm of prior learning and experiences.

Physical Requirements
Physical Skill - Level A  Basic level of learned physical skill is required. No special coordination beyond that used for normal mobility and handling of everyday objects and materials is needed to perform the job satisfactorily.

Physical Effort - Level 1  Minimal physical exertion is required. Most job time is spent sitting with occasional walking. Occasional lifting, guiding, and carrying of lightweight materials or equipment.

Social Requirements
Human Relations Skill- Level B  Job requires patience in communication and well-developed verbal skills to exchange technical or complex information with individuals or small, informal groups. skills in establishing harmonious relationships and gaining cooperation are important.

Scope of Contacts - Level 1  The important job contacts are with peers in the immediate work group and immediate supervisor. Occasional contact with individuals outside the organization may occur.

Work Environment
Performance Environment - Level A  Changes in environments, work pressure, disturbances of work flow, and irregularities in work schedule are infrequent.

Physical Working Conditions - Level 2  Somewhat disagreeable conditions. Work may be performed in cramped or awkward positions. occasional exposure to safety hazards, disease, or contamination results in chance for lost-time accidents. Occasional exposure to noise, temperature extremes, etc

Accountability
Level of Accountability -Level B  Responsible for producing journey-level work output on an independent basis subject to supervisory direction and review.

Organizational Impact - Level 3  Work results, decisions, and approvals impact the overall design of internal systems, programs, and/or research; the status of others; and/or critical aspects of the final product or service in terms of quantity or quality.

Experience, Education, and Certifications
Experience: Two or more years' experience as a special educator in a school setting.
Education: Master's degree required. 
Certifications/Clearances: Valid Arizona Visually Impaired Special Education, Birth - Grade 12, and COMS certificate.  Must possess a valid Arizona DPS Level One IVP Fingerprint Clearance Card while employed. 

Compensation Details
FLSA Status: Exempt
Pay Schedule:  Teacher 
Work Calendar: 10 Month Teacher

Gilbert Unified School District does not discriminate on the basis of race, color, religion, national origin, ethnicity, sexual orientation, sex, (including pregnancy and other related conditions), gender identity, gender expression, genetic information, age (over 40), parental status, or disability in admission to its programs, services, or activities, in access to them, in treatment of individuals, or in any aspect of their operations. The District provides equal access to the Boy Scouts and other designated youth groups pursuant to the Boy Scouts of America Equal Access Act. The lack of English language skills shall not be a barrier to admission or participation in the District’s activities and programs. The Gilbert Unified School District also does not discriminate in its hiring or employment practices.

This notice is provided as required by Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, Title IX of the Education Amendments of 1972, the Age Discrimination Act of 1975, and the Americans with Disabilities Act of 1990.

Inquiries about Title IX may be referred to the Title IX Coordinator, the U.S. Department of Education’s Office for Civil Rights or both. The nondiscrimination policy and grievance procedures are located on the Gilbert Public Schools website